1

BHAGWAN MAHAVEER COLLEGE OF EDUCATION

Affiliated to Maharshi Dayanand University,

Rohtak (Haryana)

SUBMITTED TO

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

An Autonomous Institution of the University Grants Commission

P.O. Box. No.1075 Nagarbhavi, Banglore-560072, India

BHAGWAN MAHAVEER COLLEGE OF EDUCATION

Near Railway Crossing, Jagdishpur,

Sonepat-131030 (Haryana)

2

CONTENT

Contents Page No.

Part I: Institutional Data 05

A. Profile of the Institution 05

B. Criterion-wise Inputs 08

Criterion -I: Curricular Aspects 09

Criterion-II: Teaching -Learning and Evaluation 12

Criterion -III: Research, Consultancy and Extension 16

Criterion-IV: Infrastructure and Learning Resources 19

Criterion-V: Student Support and Progression 25

Criterion-VI: Governance and Leadership 30

Criterion-VII: Innovative Practices 35

Part-II: Evaluative Report (Executive Summary) 38

1. Criterion -I: Curricular Aspects 40

2. Criterion-II: Teaching -Learning and Evaluation 49

3. Criterion -III: Research, Consultancy and Extension 63

4. Criterion-IV: Infrastructure and Learning Resources 82

5. Criterion-V: Student Support and Progression 96

6. Criterion-VI: Governance and Leadership 111

7. Criterion-VII: Innovative Practices 129

Part-III: Annexure: 134-165

1. Annexure

2. Annexure

3. Annexure

4. Annexure

3

NAAC REPORT

PART-I

INSTITUTIONAL

DATA

4

PROFILE OF

THE

INSTITUTION

5

Profile of the Institution

1. Name and Address of the Institution: Bhagwan Mahaveer College of Education,

Jagdishpur, Near Railway Crossing,

District Sonepat (Haryana)-131030

bmcesonepat@rediffmail.com

2. Website URL : www.bmcesnp.in

3. a) For communication : Office

Name Telephone no. Fax no. E-mail address

with STD code

Dr. D.P. Tomar 0130-3207734 0130-2325600 tomardp7@gmail.com

Principal Mob.-09416736538

Dr. P. K. Pattnaik 8570976460 0130-2325600 pradipta100@rediffmail.com

Self-Appraisal

Coordinator

b) For communication : Residence

Name Telephone no. with Mobile number

STD code

Dr. D.P. Tomar, Principal --- 9416736538

Dr. P. K. Pattnaik --- 08570976460

Self-Appraisal Coordinator

4. Location of the Institution : Rural

5. Campus area in acres : 02 Acres

6. Is it a recognized Minority Institution? : yes

7. Date of establishment of the Institution : 29/09/2006

8. University/Board to which the institution is Affiliated:

University : Maharishi Dayanand University, Rohtak (Haryana)

Board - Board of School Education, Haryana

9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.

Not Applicable

6

10. Type of Institution

a) By Funding Self Financed

b) By Gender Co-education

c) By Nature Affiliated College

11. Does the University/State Education Act have provision for autonomy?

NO

12. Details of Teacher Education programmes offered by the institution:

Programme Entry Nature of

Course Qualification Award

D.Ed. +2 Diploma 2 years Hindi

Hindi &

English

Hindi &

English

13. Give details of NCTE recognition (for each programme mentioned in Q. 12 above)

Order No. & Date Valid Sanctioned

up to Intake

a) NRC/NCTE/F-7/8305 50

Dated 14-11-2006

b) NRC/NCTE/F-7/HR-654/ 50+50= 100

2007/29586 Dated 03-10-2007

c) NRC/NCTE/F-7/49518

HR-1206/2008-49518

Dated 14-05-08

a) NRC/NCTE/F-3/HR-417/6290

Dated : 29-09-2006

b) NRC/NCTE/F-7/HR-

655/2007/29078

dated 28-09-2007

c) NRC/NCTE/F-7/49511

HR-1187/2008-49511

Dated 14-05-2008

d) NRC/NCTE/HR-417+HR-

1187/2015/03442-46

Dated 23-05-2015

a) NRC/NCTE/F-7/HR-652/2007/ 35

29572 Dated 03-10-2007

b) NRC/NCTE/F-7/49483 HR- 35+35= 70

Level

Primary/

Elementary

Secondary/

Sr. Secondary

SL.

No.

i)

ii)

iii)

Duration Medium of

Instruction

B.Ed. Graduation Degree 2 years

Degree 2 years Post Graduate M.Ed. Graduation

(B.Ed.)

Level

Primary/

Elementary

Secondary/

Sr.

Secondary

Post

Graduate

Programme

D.Ed.

B.Ed.

M.Ed.

100+50= 150

100

100+100=

200

100+100+

100= 300

300 (2Years)

7

1149/2008-49483

Dated 14-05-2008

c) NRC/NCTE/HR-1149/2015/ 100 (2Years)

103119-123

Dated 23-05-2015

8

PART-B

CRITERIA

WISE INPUTS

9

Criteria I: Curricular Aspects

1. Does the Institution have a stated

Vision Yes

Mission Yes

Values Yes

Objectives Yes

2.

a) Does the Institution offer self-financed programme(s)?

Yes

b) How many programmes?

The Institution offers three Programmes i.e. D.Ed., B.Ed. and M.Ed.

c) Fee charged per programme.

D.Ed. – Rs.25,800/- per year

B.Ed. – Rs.44,000/- per year + University Charges (Rs 4305/-)

M.Ed. – Rs.38500/- per year + University Charges (Rs 4305/-)

3. Are these programme with Semester System?

Yes

• D.Ed. and M.Ed. with Semester System

• B.Ed. with Annual System

4. Is the Institution representing/participating in the curriculum

development/revision processes of the regulatory bodies?

No. Curriculum is decided by the Board/University

If yes, how many faculties are on the various curriculum development/

vision committees /boards of university/regulating authority?

Not Applicable

10

5. Number of methods/elective options (programme wise)

D.Ed. 05

B.Ed. 09/2

M.Ed. (full time) 03

M.Ed. (part time) ---

Any other (specifies and indicates) ---

6. Are there programmes offered in modular form? : No

7. Are there programmes where Assessment of Teachers by the Student has

been introduced?

Yes.

Number

02

1. Feedback From Students

2. Alumni Meet

8. Are there programmes with faculty exchange/visiting faculty?

No

9. Is there any mechanism to obtain feedback on the curricular aspects from

the …

• Heads of practice teaching schools Yes

• Academic Peers Yes

• Alumni Yes

• Students Yes

11

10. How long does it take for the Institution to introduce a new programme

within the existing system?

We already have three programmes and we can introduce new programme

within procedural requirement for starting that programme.

11. Has the Institution introduced any new courses in teacher education

during the last three years?

No.

12. Are there courses in which major syllabus revision was done during the

last five years?

Yes, syllabus for B.Ed. & M.Ed. programme has been revised by M.D.

University, Rohtak.

13. Does the Institution develop and deploy action plans for effective

implementation of the curriculum?

Yes

• Time table

• Monthly planning

• Teacher's diary

14. Does the Institution encourage the faculty to prepare courses outlines?

No, In Haryana state courses outlines are prepared by S.C.E.R.T. & M.D.

University, Rohtak

12

Criterion II: Teaching-Learning and Evaluation

1. How are students selected for admission into various courses?

Being a Minority Institution the admission to D.Ed., B.Ed. as well as M.Ed.

courses are made on merit basis at college level. However preference is

given to Jain Minority Students.

2. Furnish the following information (for the previous academic year-

2014-2015)

D. Ed. B. Ed. M. Ed.

a) Date of start of the academic year 08-07-14 08-10-14 18-12-14

b) Date of last admission 03-09-14 15-10-14 17-01-15

c) Date of closing of the academic year 23-07-14 15-09-15 31-01-16

d) Total Teaching days 439 182 224

e) Total working days 575 219 224

3. Total number of students admitted during the Session (2014-15)

Reserved Open

Total M F Total M F Total

40 110 150 09 31 40 31 79 110

25 275 300 03 04 07 22 271 293

13 57 70 0 0 0 13 57 70

4. Are there any overseas Students? : No

Number of

Students

M F

Programme

D.Ed.

B.Ed.

M.Ed. (Full time)

13

5. What is the „unit cost‟ of teacher education programme? (Unit cost =

total annual recurring expenditure divided by the number of

students/trainees enrolled). (During 2014-15)

a) Unit cost excluding salary component - Rs. 27,845-33

Total No. of Students - 670

b) Unit cost including salary component - Rs. 10482.31

Total No. of Students - 670

(Please provide the unit cost for each of the programme offered by the

Institution as detailed at Question 12 of profile of the Institution)

6. Highest and Lowest percentage of marks at the qualifying examination

considered for admission during the previous academic session

Reserved (SC)

Highest (%) Lowest (%)

80.00 50.80

64.67 50.00

--------- ---------

7. Is there a provision for assessing students‟ knowledge and skills for the

programme (after admission)?

Yes- Through internal examination and assignments.

8. Does the Institution develop its academic calendar?

Yes

Programmes Open

Highest (%) Lowest (%)

D.Ed. 83.20 51.00

B.Ed. 78.42 50.00

M.Ed. 85.40 54.30

(Full time)

14

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum

D.Ed. 75.00 % 20.00 % 5.00 %

B.Ed. 56.00 % 20.00 % 24.00%

M.Ed. (Full time) 68.57 % 14.20% 17.14 %

10. Pre-practice teaching at the Institution D.Ed. B.Ed.

a) Number of Pre-practice teaching days 00 20

b) Minimum number of Pre-practice teaching

Lessons given by each student 00 20

11. Practice Teaching at School

a) Number of schools identified for practice teaching 06 06

b) Total number of practice teaching days 30 20

c) Minimum number of practice teaching

Lessons given by each student 03 42

12. How many lessons are given by the student teachers in simulation? and

pre-practice teaching in classroom situations? 05 10

13. Is the scheme of evaluation made known to students at the beginning of

the academic session?

Yes, during the 1st week of the session the students are oriented about

scheme of evaluation.

14. Does the Institution provide for continuous evaluation?

Yes, unit tests are conducted once in a month. Apart from Unit test, House

Examination is also conducted twice in a year.

15

15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.Ed. 70 % 30 %

B.Ed. 80% 20 %

M.Ed. (Full time) 80% 20 %

M.Ed. (Part time)

16. Examinations D. Ed. B. Ed.

a) Number of seasonal tests held for each paper 02 02

b) Number of assignments for each paper 01 01

17. Access to ICT (Information and Communication Technology) and

technology.

Computer Yes

Intranet No

Internet Yes

Software/courseware (CDs) Yes

Audio resources Yes

Video resources Yes

Teaching Aids and other related materials Yes

Any other (specify and indicate) Yes

18. Are there courses which ICT enabled teaching-learning process?

Yes

Number 02

19. Does the Institution offer computer science as a subject?

Yes, Compulsory for D.Ed., B.Ed. and Optional for M.Ed.

16

Criterion III: Research, Consultancy and Extension

1. Number of teachers with Ph.D. and their percentage to the total

faculty

strength.

Number 8

Percentage 32 %

2. Does the Institution have ongoing research projects?

No

3. Number of completed research projects during last three years.

Nil

4. How does the institution motivate its teachers to take up research

in

education?

• Teachers are given study leave : Yes

• Teacher are provided with seed money : Yes

• Adjustment in teaching schedule : Yes

• Providing secretarial support and other facilities : Yes

The Institution always encourages its Lecturers to do research work. Those

who are desirous to Ph.D. are given all support.

5. Does the Institution provide financial support to research scholars?

No.

6. Number of research degrees awarded during the last 5 years.

a) Ph.D. Nil

b) M. Phil. Nil

17

7. Does the Institution support student research projects (UG & PG)?

Yes, all M.Ed. students are required to work on research projects.

8. Details of the Publications by the faculty (last five years)

Yes No Number

International Journals Yes 6

National journals- refereed papers Yes 87

Non refereed papers

Academic articles in reputed Yes 02

Magazines/news papers

Books Yes 19

Any other (specify and indicate) Yes 02

9. Are there awards, recognition, patents etc received by the faculty?

No.

10. Number of papers presented by the faculty and students (during last

five years): Faculty Students

National seminars 186 15

International seminars 05 ---

Any other academic forum (workshop) 85 --

11. What types of instructional materials have been developed by the

Institution?

Self-instructional materials Yes

Print materials Yes

Non-print materials (e.g. Teaching aids/

Audio-visual, Multimedia etc.) Yes

Digitalized (Computer aided instructional materials) Yes

Question bank Yes

Any other (specifies and indicates) -----

18

12. Does the Institution have a designated person for extension activities?

Yes.

If yes, indicate the nature of the post

No specific post is created. A Senior Faculty is looking the affairs of

extension activities.

13. Are there NSS and NCC programmes in the institution?

No.

14. Are there any other outreach programmes provided by the institution?

No.

15. Number of other curricular/co-curricular meets organized by other

academic agencies/NGOs on Campus

NO

16. Does the institution provide consultancy services?

No.

17. Does the institution have networking/linkage with other institutions/

organizations?

Local level Yes

State level Yes

National level Yes

International level Yes

19

Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.)

7104.10 sq. Mtrs.

2. Are the following laboratories been established as per NCTE norms?

a) Psychology Resource Center Yes

b) Science & Math Resource Center Yes

c) Education Technology lab/ICT Resource Centre Yes

d) Language Lab Yes

e) Computer Lab Yes

f) Workshop for preparing teaching aids Yes

3. How many Computer terminals are available with the institution?

Number 40

4. What is the Budget allotted for computers (purchase and maintenance)

during the previous academic year?

Rs. 50,000/-

5. What is the amount spent on maintenance of computer facilities during

the previous academic year?

Rs. 1,50,000/-

6. What is the amount spent on maintenance and upgrading of laboratory

facilities during the previous academic year?

Rs.42,900/-

7. What is the budget allocated for campus expansion (building) and

upkeep for the current academic session/financial year?

Rs. 1.5 crore

20

8. Has the institution developed computer aided learning packages?

NO

9. Total number of posts sanctioned

B.Ed. M.Ed.

Teaching 24 10

Non- Teaching 08 ------

10. Total number of post vacant

Teaching 02

Non- Teaching ---

11. a) Number of regular and permanent teachers

Gender –wise Open Reserved

M F M F

Lecturers 11 10 01 ----

Readers 02 --- --- ---

Professors 02 --- --- ---

b) Number of temporary/ad-hoc/part-time teachers (Gender-wise)

Gender -wise Open Reserved

M F M F

Lecturers 01 01 01 ---

Readers --- --- --- ---

Professors --- --- --- ---

c) Number of teachers from Same state 12

Other states 13

21

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

B.Ed. 1:20

M.Ed. (Full time) 1:07

13. a) Non-teaching staff

Gender -wise Open Reserved

M F M F

Permanent 08 02 --- ---

Temporary --- --- --- ---

b) Technical Assistants

Gender -wise Open Reserved

M F M F

Permanent 01 --- --- ---

Temporary --- --- --- ---

14. Ratio of Teaching - Non-teaching staff

5 : 2

15. Amount spent on the salaries of teaching faculty during the previous

academic session (% of total expenditure)

Rs. 22,40,000/-

16. Is there an advisory committee for the library?

Yes.

17. Working hours of the Library

On working days 9:30 am-4:30 pm

On holidays 9:30 am-2:30 pm

During examinations 8:30 am-5:30 pm

22

18. Does the library have an Open access facility Yes.

19. Total collection of the following in the library

a) Books 22578

-Textbooks 18461

-Reference books 4117

b) Magazines 10

c) Journals subscribed

-Indian Journals 28

-Foreign Journals --

d) Peer reviewed journals 20

e) Back volumes of journals --

f) E-information resources

- Online journals/e-journals --

-CDs/DVDs 40

-Databases --

- Video Cassettes --

-Audio Cassettes --

20. Mention the Total carpet area of the Library (in sq. mts.)

400 sq.mtr.(aprox.)

Seating capacity of the Reading room 150

21. Status of automation of Library

Yet to intimate

Partially automated Yes

Fully automated

23

22. Which of the following services/facilities are provided in the library?

Circulation Yes

Clipping Yes

Bibliographic compilation No

Reference Yes

Information display and notification Yes

Book bank No

Photocopying Yes

Computer and Printer Yes

Internet Yes

Online access facility Yes

Inter-library borrowing No

Power back up Yes

User orientation/Information literacy Yes

Any other (please specify and indicate) ----

23. Are students allowed to retain books for examinations?

Yes.

24. Furnish information on the following

a) Average number of books issued/returned per day 150

b) Maximum number of days books are permitted to be retained

by students 14

by faculty 30

c) Maximum number of books permitted for issue

for students 04

for faculty 08

d) Average number of users who visited/consulted per month 350

24

e) Ratio of library books (excluding textbooks and book bank facility) to the

number of students enrolled 1 : 43

25. What is the percentage of library budget in relation to total budget of

the institution?

0.19%

26. Provide the number of books/journals/periodicals that have been added

to the library during the last three years and their cost.

I II III

(2012-13) (2013-14) (2014-15)

Number Total Number Total cost Number Total cost

cost (in Rs.) (in Rs.)

(in Rs.)

Text books 434 10,370/- 558 75264/- 311 48,428/-

Other books 800 2500 3002

Journals/ 25 27,645/- 27 30,795/- 28 35,585/-

Periodicals

Any other

specify and

indicate

Total

25

Criterion V: Student Support and Progression

1. Programme wise “dropout rate” for the last three batches

Programmes Year 1 Year 2 Year 3

2011-12 2012-13 2013-14

D.Ed. 02 10 08

B.Ed. 09 10 18

M.Ed. (Full Time) 01 04 06

2. Does the Institution have the tutor-ward/or any similar mentoring

system?

Yes.

If yes, how many students are under the care of a mentor/tutor?

15 to 18

3. Does the institution offer Remedial instruction?

Yes.

4. Does the institution offer Bridge courses?

No.

5. Examination Results during past three years (provide year wise data)

UG PG

D.Ed. B.Ed. M.Ed. 2010- 2011- 2012- 2011- 2012- 2013- 2011- 2012- 2013- 12 13 14 12 13 14 12 13 14

100 74.32 100 75.18 89.19 88.65 63.30 90.90 93.39

09 110 39 127 228 215 27 29 49

139 81 103 ---- ---- ---- ---- ---- ----

---- ---- ---- ---- ---- ---- ---- ---- ----

Pass Percentage

Number of First Classes

Number of Distinctions

Exemplary Performances (Gold Medal and University Ranks)

26

6. Number of M.Ed. Students who have passed competitive examinations

during the last three years (provide year wise data)

2011-12 2012-13 2013-14

04 04 03

---- ---- ----

7. Mention the number of students who have received financial aid during

the past three years.

Category 2012-13 2013-14 2014-15

SC 01 02 ---

BC --- --- ---

SC 03 02 01 (Blind)

BC 01 --- ---

SC 36 43 31

BC 13 07 01

8. Is there a Health Centre available in the campus of the institution?

Yes. 9. Does the institution provide Residential accommodation for:

Faculty No

Non-teaching staff No 10. Does the institution provide Hostel facility for its students?

Yes.

Boys -- 100

Girls -- 10

NET/ SLET/SET

Any other (specify and indicate)

Financial Aid

M.Ed.

B.Ed.

D.Ed.

27

11. Does the institution provide indoor and outdoor sports facilities?

Sports fields Yes

Indoor sports facilities Yes

Gymnasium No

12. Availability of rest rooms for Women

Yes.

13. Availability of rest rooms for men

Yes.

14. Is there transport facility available?

Yes.

15. Does the Institution obtain feedback from students on their campus

experience?

Yes.

16. Give information on the Cultural Events (Last year data) in which the

institution participated/organized.

Organized Participated

Yes No Number Yes No Number

Inter-collegiate

Inter-university

National

Any other Mehndi, Rangoli,

(specify and Poster, Clay-

indicate) Modeling,

Republic day

(Excluding college day celebration)

28

17. Give details of the participation of students during the past year at the

university, state, regional, national and international sports meets.

Participation of students Outcome

(Numbers) (Medal achievers)

State --NIL-- --NIL--

Regional --NIL-- --NIL--

National --NIL-- --NIL--

International --NIL-- --NIL-- 18. Does the institution have an active Alumni Association?

Yes.

If yes, give the year of establishment

2009-10

19. Does the institution have a Student Association/Council?

No.

20. Does the institution regularly publish a college magazine?

Yes

21. Does the institution publish its updated prospectus annually?

Yes.

22. Give the details on the progression of the students to

employment/further study (Give percentage) for last three years

Year 1(%) Year 2(%) Year 3(%)

40 45 40

75 70 80

70 65 75

5 5 5

Higher studies

Employment (Total)

Teaching Non-teaching

29

23. Is there a placement cell in the institution?

Yes.

If yes, how many students were employed through placement cell

during the past three years.

1 2 3

35 45 50

24. Does the institution provide the following guidance and counseling

services to students?

o Academic guidance and Counseling Yes

o Personal Counseling Yes

o Career Counseling Yes

30

Criterion VI: Governance and Leadership

1. Does the Institution have a functional Internal Quality Assurance Cell

(IQAC) or any other similar body/committee Yes

2. Frequency of meetings of Academic and Administrative bodies: (last

year)

Governing body/Management 2

Staff council 12

IQAC/or any other similar body/ committee 4

Internal Administrative bodies contributing to quality Finance,

improvement of the institutional processes. (mention Purchase,

only for three most important bodies) Stock

3. What are the Welfare Schemes available for the teaching and non-

teaching staff of the institution?

Loan facility Yes

Medical assistance Yes

Insurance No

P.F. Yes

4. Number of career development programmes made available for Non-

Teaching staff during the last three years

None

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

program of the UGC/NCTE or any other recognized organization

10

Number of teachers who were sponsored for professional

development programmes by the institution

02

31

b. Number of faculty development programmes organized by the

institution

07

c. Number of seminars/workshops/symposia on Curricular

development, Teaching-learning, Assessment, etc. organized by the

institution

Five National seminars and two workshops organized by the institution

d. Research development programmes attended by the faculty

03

e. Invited/endowment lectures at the institution

• In 2014- S B Singh- Role of ICT In Teacher Education

• 21st April 2014-K N Thakur:Value Education and Role and

responsibility of Teachers

• 29th Nov. 2013- Dr Chandrakala,professonalization of the teacher

education.

• Workshop- 13th

April 2013- Dr V P Singh: Activity based Teaching

Learning

6. How does the institution monitor the performance of the teaching and

non-teaching staff?

a. Self-appraisal Yes

b. Student assessment of faculty performance Yes

c. Expert assessment of faculty performance No

d. Combination of one or more of the above Yes

e. Any other (specify and indicate) No

7. Are the faculty assigned additional administrative work?

Yes

32

If yes, give the number of hours spent by the faculty per week

Ten

8. Provide the income received under various heads of the account by the

institution for previous academic session (2014-2015)

Grant-in-aid Nil

Fees 24916050/-

Donation Nil

Self-funded courses

Any other (specify and indicate) Interest & Others

Rs.7,84,183/-

9. Expenditure statement (for last two years)

2013-14 2014-15

Total sanctioned budget 2,44,00,000 2,55,00000

% spent on the salary of faculty 28.00 28.91

% spent on the salary of non-teaching employees 2.02 1.00

% spent on books and journals 0.19 0.19

% spent on developmental activities (expansion 56.29 56.07

of building) and maintenance of building, sports

facilities, hostel and students amenities

% spent on telephone, electricity and water 0.38 0.75

% spent on maintenance of equipment, teaching 2.25 2.29

aids, contingency etc.

% spent on research and scholarship (seminars, 0.38 0.56

conferences, faculty development programs,

faculty exchange etc.)

% spent on travel 0.38 0.37

Any other (specify and indicate) 10.13 9.16

Total expenditure incurred 100 100

33

10. Specify the institutions surplus/deficit budget during the last three

years? (specify the amount in the applicable boxes give below)

Year Surplus in Rs Deficit in Rs.

2012-13 -------- 7,57,000/-

2013-14 -------- 22,50,000/-

2014-15 -------- 12,50,000/-

11. Is there an internal financial audit mechanism?

Yes.

12. Is there an external financial audit mechanism?

No.

13. ICT/Technology supported activities/units of the institution:

Administration Yes

Finance Yes

Student records No

Career Counseling No

Aptitude testing No

Examinations/Evaluation No

Assessment No

Any other (specify and indicate) No

14. Does the institution have an efficient internal coordinating and

monitoring mechanism?

Yes.

15. Does the institution have an inbuilt mechanism to check the work

efficiency of the non-teaching staff?

Yes.

34

16. Are all the decisions taken by the institution during the last three years

approved by a competent authority?

Yes.

17. Does the institution have the freedom and the resources to appoint and

pay temporary/ad hoc/guest teaching staff?

Yes.

18. Is a grievance redressal mechanism in vogue in the institution?

a) for teacher Yes

b) for students Yes

c) for non-teaching staff Yes

19. Are there any ongoing legal disputes pertaining to the institution?

No

20. Has the institution adopted any mechanism/process for internal

academic audit/quality checks?

Yes

21. Is the institution sensitized to modern managerial concepts such as

strategic planning, teamwork, decision-making, computerization and

TQM?

Yes

35

Criterion VII: Innovative Practices

1. Does the institution has an established Internal Quality Assurance

Mechanisms?

Yes

2. Do students participate in the Quality Enhancement of the institution?

Yes

3. What is the percentage of the following students (D.Ed, B.Ed. & M.Ed.

categories in the institution?

(2014-15)

Category Men % Women %

a SC 16 2.42 07 1.06

b ST -- -- -- --

c OBC/BC 04 0.60 15 2.27

d Physically Challenged 01 0.15 00 00

e General Category 121 18.28 356 53.78

f Rural 47 9.00 126 24.23

g Urban 31 5.96 316 60.77

h Any other (specify) -- -- -- --

4. What is the percentage of the staff in the following category?

Category Teaching % Non-Teaching %

staff Staff

a SC 01 3.03 01 3.03

b ST -- -- -- --

c OBC 06 18.18 04 12.12

d Women 17 5.52 02 6.06

e Physically challenged -- -- -- --

f General category 26 78.79 05 15.15

g Any other (specify) -- -- -- --

Total 50 12

36

5. What is the percentage incremental academic growth of the students

(B.Ed. & M.Ed.) for the last two batches?

Category At Admission On completion of the course

Batch I Batch II Batch I Batch II

2012-13 2013-14 2012-13 2013-14

SC 21(5.67) 16(4.32) 21(5.67) 15(4.05)

ST -- -- -- --

OBC 34(9.19) 25(6.76) 31(8.38) 18(4.88)

Physically ------ ------ ------ ------

Challenged

General Category 315(85.13) 329(88.9) 267(72.16) 278(75.13)

Rural 123(33.24) 108(29.19) 118(24.05 89(24.05)

Urban 247(66.76) 262(70.81) 201(54.32) 222(60.00)

Any other (specify)

37

PART-II

EVALUATIVE

REPORT

38

Executive Summary

Bhagwan Mahaveer Education Foundation, a trust registered in Surat, established

Bhagwan Mahaveer College of Education at Kundli, on National Highway No. 1, near

the border of Haryana & Delhi in September 2006 in a leased building. The beginning of

the college was very humble with an intake capacity of 100 students in B.Ed. course

under the able guidance of its governing body the college progressed by leaps and bounds

and in 2008 acquired the status of the biggest college of education in Haryana with an

intake capacity of 150 students in D.Ed., 300 students in B.Ed. & 70 students in M.Ed.

The courses are recognized by NCTE and affiliated to M.D. University, Rohtak.

(Appendix I to IV)

Photograph of the Building Lush Green Lawns of the College

The college established another milestone by constituting its own three-storyed

building at village Jagdishpur, District Sonepat and shifted there in July 2009. The

college today has all the modern infrastructure with basic amenities and facilities

including Laboratories, classrooms, staff rooms, separate common rooms for boys and

girls, multipurpose hall, air conditioned computer centre with internet facility, play

ground and lush green campus. A large number of modern teaching aids like film

projector, overhead projector, color T.V., VCR, LCD projector etc. are used by the

39

faculty members to keep pace with the latest trends in using technology in the field of

teacher education.

The college has an excellent well endowed library with the latest reading, research

and reference material consisting of more than 20,000 books, which add to the learning

process. Educational magazines and research journals have been subscribed for the

library. Educational CDs as well as periodicals are also available in the library.

The aim of the trust is to produce quality teachers with great moral values so that

they could contribute in the task of nation building. The board of Governors (BOG)

nominated by the trust always emphasizes on the quality of education in the college. The

college organizes various activities which help in all round development of the trainee-

teachers. The college also motivates its students to take part in the community

awareness/development programs like education for all, awareness against AIDS,

environmental pollution, dowry, foeticide killing etc.

The college gives great emphasis on discipline. Teachers and students maintain

very good relation and are always prepared to help each other. The college also maintains

very cordial relations with the practice teaching schools.

Our college has the potential and strength to face the challenges in providing

quality education. It has been our endeavor to, remain at pace with changing scenario,

produce sincere and dedicated teachers and groom them into motivated, creative,

responsible and independent persons. The academicians and officers, who visit our

college, have full of praise about the environment, infrastructure and discipline in the

college.

Prof. D. P. Tomar, who has vast experience of teaching and research, leads the

BMCE as Principal with a team of 35 well qualified and dedicated faculty including Dr.

R. N. Manav, eminent Professor and Dr. P K Pattnaik & Dr. R K Nayak, Associate

Professor , who have long experience in the field of teaching and research.

40

Criteria-1: Curricular Aspects

1.1. Curricular Design and Development

1.1.1. State the objectives of the institution and the major considerations

addressed by them (Intellectual, Academic, Training, Equity, Self

development, Community & National Development, issues of ecology and

environment, value orientation, employment, global trends and demands, etc).

Objectives: The objectives of the institution that address various considerations

are as:

A passion for academic excellence and effective learning

Uncompromising human values

A sensitive social conscience

An abiding commitment to improve the quality of teacher education

To enable trainee teachers to realize their full potential

To make them understand that they serve as agents of improvement and change in

the society.

To produce quality teachers with exemplary moral values, who could play

important role in nation building.

To provide an opportunity of quality education to rural students.

To provide quality education for all irrespective of any discrimination of caste,

creed, religion and region.

To develop qualities of leadership and moral values among the student teachers.

To enable students to develop communication skills and use modern information

technology for school education.

To develop research attitude among student teachers in order to solve their school

and daily life related problems.

To enable student teachers to acquaint with professional ethics and commitment

towards their social responsibilities.

41

1.1.2. Specify the various steps in the curriculum development processes

(Need assessment, development of information database pertaining to the

feedback from faculty, students, alumni, employees and academic experts and

formalizing the decisions in statutory academic bodies)

As such the institution has not taken any step for the curriculum development

because the curriculum is designed and developed by the Maharishi Dayanand

University, Rohtak. If any workshop is organized by the University for Curriculum

Revision, or suggestions are invited then efforts are made to send the faculty members to

attend the same. Based upon feedback from various sources (students, alumni, faculty &

experts) institution is providing/motivating students about various current issues through

tutorial periods or morning assembly.

1.1.3. How are the Global trends in Teacher Education reflected in the

curriculum and existing courses modified to meet the emerging needs?

The institution tries to reflect Global trends in Teacher Education curriculum by

organizing activities like slogans writing, poster making, debates on the issues like

Global Warming and Pollution. Some social problems like Aids, Sanitation, Blood

Donation, Reforestation, Saving Water, Sex Awareness, Awareness regarding various

social issues related with blindness, Swine flu and various seasonal diseases are also

discussed in the college from time to time. Various Magazines have been subscribed by

the institution and students get global exposure through articles. Internet is also a source

of knowing Global trends and how to implement them in teacher education.

1.1.4. How does the institution ensure that the curriculum bears some thrust

on national issues like environment, value education, ICT?

The value education is given to the students by teacher educators in classrooms.

The extension lectures are also organized by the institution which help in inculcating

different values among students. A common awareness is created among the students to

keep the environment pollution free. More emphasis is given to use Over head projector,

42

LCD projector and Power point presentation by faculty members, and students are also

encouraged to use ICT equipments to prepare and deliver their lesson plan and seminars.

1.1.5. Does the institution make use of ICT for curricular planning? If yes,

give details.

Curriculum is framed by the M.D. University, Rohtak but institution makes use of

ICT in implementing prescribed syllabus through various use of ICT equipments like:

Concerned teachers are instructed to give power point presentation on some topics.

Tape-recorder is used to improve pronunciation in English.

Students are shown CD‟s (Video) on various topic prepared by NCERT experts.

Internet is used by the teachers and students for knowing and discussing current

trends on various issues/topics/method of teaching available in the curriculum.

Computer Lab.

43

1.2. Academic Flexibility:

1.2.1. How does the institution attempt to provide experiences to students so

that teaching becomes a reflective practice?

To make teaching a reflective practice the college arranges the following

programmes:

a) Micro-teaching: - Every pupil-teacher is provided training of different teaching

skills. Micro-teaching cycle is repeated till the pupil-teachers develop good

teaching skills.

b) Simulated teaching: - After Micro-teaching, the pupil-teachers are provided with

demo lessons by concerned subject teachers and the art of delivering the lesson,

using chalk board and preparing lesson plan in advance is taught to them regarding

simulated teaching. In this programme pupil-teacher plays the role of a teacher as

well as of a student. While performing the role of a teacher, he teaches the

students with the help of different teaching aids like charts, models, slide

projectors etc. Then, the performance of each pupil-teacher is discussed and

feedback is given to improve his teaching process. In this way, the pupil-teachers

acquire the desirable skill in the artificial classroom.

c) School teaching practice: - Pupil-teachers are sent to secondary schools for

teaching practice with their teachers. The teachers observe their teaching and give

suggestions. This training is provided for 15 days for D.Ed., 40 days for B.Ed. &

M.Ed. students are taken to schools for 7 days for their field work.

d) Discussions and Seminars: - Group discussions and seminars on different topics

are held and pupil- teachers are informed about their weak points by their

supervisor.

44

e) Teacher delivers the lecture first and then the students are persuaded to

speak on the given topic. This practice removes their hesitation. To prepare

themselves on the subject, they learn more and more. If they commit

mistakes the Teacher point out the mistakes to enable them to become good

teachers.

1.2.2. How does the institution provide for adequate flexibility and scope in

the operational curriculum for providing various learning experiences to the

students both in the campus and in the field?

The college provides adequate flexibility and scope in the operational curriculum

by giving the students practical experiences in the campus as well as in the field. Use of

various laboratories in the college, teaching practice, Educational trips, Youth festivals,

Hindi diwas, Alumni meet, Board decoration, Annual function, Art & Craft, Quiz,

Athletic meet, Adult education programme, literacy mission, AIDS awareness rallies for

social issues help the students through practical experiences.

1.2.3. What value added courses have been introduced by the institution

during the last three years which would for example: Develop communication

skills (verbal and written), ICT skills, Life skills, community orientation,

social responsibility etc.?

The college arranges various short-term value added courses from time to time.

These courses include, English-speaking course, ICT course, Yoga, Community

orientation & occasion like Hindi diwas was celebrated to develop their written skills etc.

Life skills are developed through religious lectures by eminent saints. Values like feeling

of oneness, feeling of brotherhoodness, social and national integration and

internationalism are developed by teachers and eminent social workers.

45

June 21 as the International Day of Yoga.

1.2.4. How does the institution ensure the inclusion of following aspects in the

curriculum?

I. Interdisciplinary/Multidisciplinary

II. Multi-skill development

III. Inclusive Education

IV. Practice teaching

V. School Experience/Internship

VI. Work Experience/SUPW

VII. Any other (specify and give details)

The college has included the following aspects in the curriculum:

I. Institution provides inter disciplinary/multidisciplinary programmes like ICT, English

speaking course, Craft education, Personality development etc. The teacher education

being imparted by the institution is itself inter disciplinary because all the subjects

Hindi, English, S.St., Maths, Science, Commerce, Economics etc. are part of the

course.

46

II. The institution endeavors to develop full potential of the students by inculcating

different skills among them like utilization of ICT, social skills (Through Teamwork),

intellectual skill (through lecture, library books, magazines, encyclopedias, surveys

etc.) cultural, communication and social activities etc.

III. The institution also endeavors to provide inclusive education by providing extra

facilities for physically challenged students. If they have any kind of problem, then,

they are advised to meet their respective teacher any time. Teachers are also instructed

to deal with special children with due care and not let them realize that their handicap

is an obstacle for learning. Normal students are also given lectures in tutorial periods

to understand their problem and help them instead of making a mockery of them.

IV. During practice teaching at campus for micro and simulated lessons extra time and

help is given to slow learners. Teacher observer remains there if any speech impaired

child is giving his/her lesson to help him/her. Sitting arrangement is made as per their

convenience for orthopedically and visually impaired children.

V. School Experience: - Aim of institution is to provide quality education through easy

ways for all students. Special children are given opportunities to select centre of

teaching practice of their own choice or nearby. Relaxation is provided as much as

possible and adjustment in time table during teaching practice is made with the

cooperation of other students. Classroom adjustment is also made as per their

convenience. Teachers take all precautionary measures that they feel at ease and

comfort while teaching practice.

VI. Work experience/SUPW: - The institution has various laboratories for work

experience. These include candle making, Interior decoration, Gardening, POP work,

Art & Craft, Clay modeling etc.

47

1.3. Feedback on Curriculum

1.3.1. How does the institution encourage feedback and communication from

the students, alumni, employers, community, academic-peers and other

stakeholders with reference to the curriculum?

Feedback is a very important process to know the deficiencies and merits of the

system. Our institution invites the feedback from the students, teachers, employers,

academicians and alumni to know their views about the infrastructure, teachers, and

various activities carried out on the campus and the curriculum. Visitors are requested to

give their feedback in visitor‟s diary.

1.3.2. Is there a mechanism for analysis and use of the outcome from the

feedback to review and identify areas for improvement and the changes to be

brought in the curriculum? If yes give details on the same.

These views/suggestions for the improvement and progress of the college given by

the students, teachers, employers, academic peers are seriously considered and analyzed

by the Internal Quality Assurance Cell (IQAC) of the college and if found catalytic to

improvement and progress, are implemented.

1.3.3. What are the contributions of the institution to curriculum

development? (Members of BOS/sending timely suggestions, feedback etc.)

Curriculum is designed and developed by the university.

48

1.4. Curriculum update

1.4.1. Which courses have undergone a major curriculum revision during the

last five years? How did these changes contribute to quality improvement and

student satisfaction? (Provide details of only the major changes in the content

that have been made).

From the academic session 2010-11 changes in the B.Ed. curriculum had been

made by the university. Emphasis was given on the use of ICT to make the improvement

in the quality of teacher education. And from the academic session 2011-12 for M .Ed.

courses semester and internal assessment was introduced by the university.

1.4.2. What are the strategies adopted by the institution for curriculum

revision and update? (Need assessment, feedback from practicing schools etc.)

As already stated the college has no direct role in the curriculum design,

development or revision. This is entirely the prerogative of the university.

1.5. Best Practices in Curricular Aspect

1.5.1. What is the quality sustenance and quality enhancement measure

undertaken by the institution during the last five years in curricular aspects?

The college provides all facilities required for maintenance/enhancement of

quality education and it includes well qualified and experienced teaching staff,

laboratories, seminars, group discussions, workshops etc.

1.5.2. What innovations/best practices in "Curricular Aspects" have been

planned/implemented by the institution?

1. All laboratories are upgraded from time to time.

2. Academic calendar is planned in advance.

49

Criteria II -Teaching-Learning and Evaluation

2.1. Admission process and Student profile

2.1.1. Give details of the admission processes and admission policy (criteria

for admission, adherence to the decisions of the regulatory bodies, equity

access, transparency etc.) of the institution.

Though In Haryana the admission to B.Ed. and M.Ed. courses are regulated by

University, the criteria for admission are determined by the university keeping in view

the norms laid down by NCTE and state Govt. s direction. Since our college is a Jain

Minority Institution declared by National Commission for Minority Educational

Institutions, Govt. of India, New Delhi and affiliated to Maharshi Dayananda University,

Rohtak, therefore as per the direction of M. D. University the admission are made at

college level. The applications are invited through advertisement published in National

Newspapers. Counseling is conducted in college and admissions are made on merit basis.

Admission in B.Ed. and M.Ed. courses during 2012-13, 2013-14 and 2014-15 are done

on merit basis. The admission process is absolutely transparent and strictly according to

the norms and procedure laid down by university. To apply for admission equal

opportunity is to given to all the applicants who fulfill the minimum qualification/criteria

for admission.

2.1.2. How are the programmes advertised? What information is provided to

prospective students about the programmes through the advertisement and

prospectus or other similar material of the institution?

The advertisement for admission to B.Ed. and M.Ed. courses are made by college

in National and local newspapers. The college prospectus contains information regarding

infrastructure, criteria for admission, fee structure and other information related to the

college.

50

2.1.3. How does the institution monitor admission decisions to ensure that the

determined admission criteria are equitably applied to all applicants?

The institution constitute admission committee, the committee verify the original

documents of the candidates. If the candidates fulfill the criteria admission forms is

issued the college. The admission committee helps them in selecting the teaching subjects

and optional subjects on the basis of the subjects they have studied at graduation and post

graduation level. The admission criteria is applied to all the candidates equitably.

2.1.4. Specify the strategies if any , adopted by the institution to retain the

diverse student population admitted to the Institution( e.g. individuals of

diverse economic, cultural, religious, gender, linguistic, background and

physically challenged ).

The institution strictly follows the rules and policies framed by the university and

State Government. There is no discrimination on the basis of caste, colour, creed, gender

and religion during the admission or their stay in the college.

At the time of admission in various courses the college follows the direction given

by the University. All the norms are adopted strictly framed by university.

2.1.5. Is there a provision for assessing students knowledge\needs and skills

before the commencement of teaching programmes? If yes, give details on the

same.

The admission committee discusses about the students weak and strong points of

each subject, at the time of admission to access the students‟ knowledge, skill and interest

regarding their optional subjects. Students are not forced to obey the committee decision

to opt. for any paper, but they are free to select the subjects according to their

qualification, knowledge, skills, needs and interests. Committee merely suggests for the

well-being/welfare of the students.

51

2.2. Catering to Diverse Needs

2.2.1. Describe how the institution works towards creating an overall

environment conducive to learning and development of the students.

The institution always endeavors to provide conducive environment to learning

and development of the student teachers. The institution has spacious building

comprising of well furnished, ventilated classrooms, fully equipped resource centers viz.

Psychology resource centre, Art and Craft resource centre, Information and

Communication resource centre and Health and Physical resource centre etc. The

institution has well equipped library having internet and Photocopy machine, more than

22,000 books, magazines, Educational journals, encyclopedias etc. Institution has

separate common rooms for boys and girls, a large multi-purpose hall, grassy lawns,

playground, and a canteen. The institution lays emphasis on the organization of curricular

and co-curricular activities for the all round development of the students. Activities like

debates, seminars, essay competition, mehndi competition, poster making competition,

clay modeling, Rangoli competition and dancing and singing competitions are conducted

from time to time which help in the inculcation of values like cooperation, leadership,

tolerance, self-discipline among students. These activities also provide

opportunity/platform to the student teachers to show their creative abilities. Institution

advocates for healthy and friendly relationship between faculty and students.

2.2.2. How does the institution cater to the diverse learning needs of the

students?

The institution caters to the diverse learning needs of the students through various

teaching methods like project and demonstration method, using ICT equipments and

assignments etc. Different Psychological tests are given to students to assess their

teaching aptitude, interest and personality. For providing practical knowledge tours and

trips are organized. Seminars are organized to enrich their knowledge.

52

2.2.3. What are the activities envisioned in the curriculum for student

teachers to understand the role of diversity and equity in teaching learning

process?

To understand the role of diversity and equity in teaching-learning process, the

students are divided into groups and are assigned different assignments and projects.

Different activities like sports, Rangoli competitions, College decorations, gardening,

games quiz, debate etc. are organized from time to time. Optional subjects also help the

students to understand the role of diversity and equity in teaching-learning process.

2.2.4. How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

The teacher educators are appointed on the basis of their qualification and their

ability to cater to the diverse student needs. Teacher educators eligibility is first

scrutinized by the selection committee of the institute on the basis of their qualification,

experience and achievements. Thereafter, they are interviewed by the experts of the

university and then they are finally appointed.

2.2.5. What are the various practices that help student teachers develop

knowledge and skills related to diversity and inclusion and apply them

effectively in the class room situation?

To develop knowledge and skills related to diversity and inclusion of the students

in various activities are organized in the college. For developing teaching skills, the

teacher educators give demonstrate lessons for each micro-teaching skill and then pupil-

teachers deliver micro-teaching skill lessons under the supervision of the teacher-

educators. Then, teacher-educators deliver simulated lessons before going to the schools

for their teaching practice. The pupil teachers are taught to prepare and use different

teaching aids like charts, models, flash cards, slides, OHP sheets etc. They are also taught

to handle and use different teaching aids like LCD and slide projectors, Over head

projectors and computers etc. To develop various skills among the pupil-teachers

53

different practical activities are conducted in the college like candle making, gardening,

interior decoration and Rangoli etc. After diagnosing various needs and potential,

students are categorized, and then special attention is paid to fulfill their needs in normal

classroom situation.

2.3. Teaching-Learning Process

2.3.1. How does the institution engage students in “active learning”?(use of

learning resources such as library, website, focus group, individual projects,

simulation, peer teaching, role playing, internship, practicum etc.)

The institution emphasis to engage students in „active learning‟. The students are

assigned different projects and assignments for which they use library and internet.

Seminars are also conducted to engage the students actively. B.Ed. and M.Ed. students

are persuaded to give power point presentation. The students are divided into peer groups

for Micro-teaching and Simulated teaching sessions and taught how to use different

teaching aids. They are also assigned practical works like candle making, gardening,

interior decoration, clay modeling etc. another activity for active learning is morning

assembly (News reading, presentational thought, National Anthem and Maintenance of

discipline).

2.3.2. How is learning made student centered? Give a list of the participatory

learning activities adopted by the institution and those, which contributed to

self-management of knowledge and skill development by the students?

At the commencement of the session, the students have liberty to choose their

optional and teaching subject according to their need, interest and qualifications. In order

to make learning student-centered activities like seminar, debate, declamation contest,

essay writing competition, games and other various types of competitions are organized

and students are motivated not only to participate but to organize these events under the

supervision of concerned teacher. Student teachers are encouraged to prepare teaching

aids and utilize various resources economically.

54

2.3.3. What are the instructional approaches( Various models of teaching

used) and experiences provided for ensuring effective learning? Detail any

Innovative approach\method developed and\used.

The teachers use instructional approaches and experiences for effective learning.

The teachers use inductive and deductive approach and different models of teaching

according to need and demand of situation.

2.3.4. Does the institution have a provision for additional training in models of

teaching skills? If yes, provide details on the models of teaching and number

of lessons given by each student.

There is no provision to provide additional training in models of teaching.

2.3.5. Does the student teachers use micro teaching techniques for developing

teaching skills? If yes, list the skills practiced and number of lessons given by

each student per skill.

The student-teachers use Micro-Teaching techniques for developing teaching

skills. Each B.Ed. students has two teaching subjects for which they have to practice

various teaching skills like skill of questioning, skill of introducing the lesson, skill of

illustration with example, skill of reinforcement, skill of stimulus variation, skill of map

reading, skill of narration, skill of explanation etc. according to the needs of different

subjects. Adequate practice is given to the students to attain perfection over various

teaching skills. Apart from five Micro lessons per subject, each student prepares and

delivers five simulated lessons per subject before going to school teaching practice.

2.3.6. Detail the process of practice teaching in schools( lessons a student give

per day, lessons observed by the teacher educators, peers/school teachers,

feedback mechanism, monitoring mechanisms of lesson plans etc.).

The School practice-teaching programme is organized as per the rules and

regulations of the Maharishi Dayanand University, Rohtak. According to university

55

instructions, a student has to deliver one lesson per day of each subject. Thus a total of 15

school-practice lessons and 2 discussion-lessons per subject are delivered by each student

teacher. These lessons are observed by the teacher educators, peers and school teachers.

While observing, the teacher educators give remarks for feedback on lesson plans

prepared by pupil-teachers.

The institution is also running D.Ed. course. School teaching practice, feedback

and monitoring is done as per SCERT instructions. Before sending students to school,

lessons are delivered by teacher educator and training is given to prepare them for

teaching in school. School teaching practice for D.Ed. course is conducted into two

sessions of 20 days each. Lesson planned and delivered are 60 for Ist Year and 80 for

D.Ed. IInd year.

M.Ed. students conduct research work for their dissertation under the guidance of

a supervisor to be allotted by Principal. M.Ed. students are taken to school for field work

under the supervision of a teacher for collection of data needed for their field work.

2.3.7. Describe the process of block teaching/internship of students in vogue.

The B.Ed. students are taught Micro-lesson plans to equip them with teaching

skills. Thereafter, they are given adequate practice in each of the skill for both the

subjects. When the students attain adequate training in the teaching skill, they are taught

how to prepare mega lesson plans. Sufficient practice time is given to all the students

before sending them to schools for real practice-teaching. After discussing with the

school authorities, the schedule is prepared for practice-teaching and then students are

sent to schools for 17-day practice-teaching programme. A pupil-teacher has to deliver

two lessons per day and in all 15 lessons and two discussion lessons per subject. In all 30

general lessons and 4 discussion lessons (for both the subjects) are delivered by the pupil-

teachers.

As per the SCERT, Gurgaon the practice-teaching for D.Ed. course is organized

for 20 days at a time. Before sending to schools the students are taught how to prepare

lesson plans and the teacher-educators give demonstration lessons to provide them the

56

technique of teaching and using teaching aids. The students are given sufficient practice

of teaching in the institution itself. Thereafter they are sent to schools for real practice-

teaching. Institution follows the rules framed by SCERT, Gurgaon, for school teaching

practice for D.Ed. course.

2.3.8. Are the practice teaching sessions/plans developed in partnership, co-

operatively involving the school staff and mentor teacher? If yes, give details

on the same.

The teacher-educators discuss teaching-practice programme with the pupil-

teachers in detail before sending them to schools for real practice-teaching. The Principal

appoints teacher-educators to discuss the programme with the heads of the various

schools and subject teachers about the time table, subjects to be taught, the number of

periods to be taken by the pupil-teacher. The pupil-teachers strictly follow the time table

of the school and take active participation in all the curricular and co curricular activities.

The teacher-educators supervise and guide the pupil-teachers when it is necessary. Pupil

teachers are warned to maintain the discipline of the school. If a pupil teacher creates any

indiscipline, school head is free to take disciplinary action against that student and

institution fully cooperates with school administration.

2.3.9. How do you prepare the student teacher for managing the diverse

learning needs of students in schools?

Before sending the pupil-teachers to school for practice-teaching, the teacher-

educators deliver them demonstration lessons so that they can learn how to teach in the

class. They are also taught how to write a lesson plan, use different teaching aids, use

blackboard effectively, prepare time table, take attendance of the class, conduct morning

assembly, prepare school leaving certificate and organize curricular and co curricular

activities. They are taught how to use library and modern techniques to make their

teaching effective and learning a very easy and interesting activity. These activities help

teacher-educators for managing the diverse learning needs of the students in schools.

57

2.3.10. What are the measure initiatives for encouraging student teachers

to use/adopt technology in practice teaching?

During the practice-teaching it is necessary for all the pupil-teachers to prepare

teaching aids according to the need of the lesson. They are encouraged to use computer,

LCD, OHP, slide projector etc.

2.4. Teacher Quality

2.4.1. Are the practice teaching plans developed in partnership cooperatively

involving the school staff and mentor teachers? If yes, give details.

The mentor teachers visit the schools selected for teaching practice and the

practice teaching plans are developed cooperatively in partnership with the school staff.

The time table of the school, subjects to be taught by the pupil-teachers, the number of

periods to be taken etc. are discussed with the Principal/Headmaster and school teachers.

The school teachers also observe pupil-teachers performance in the classes and give their

feedback.

2.4.2. What is the ratio of student teacher to identified practice teaching

schools? Give the details on what basis the decision has been taken.

The students are divided approximately into groups of 20 students and each group

is supervised by a teacher educator. Thus, Teacher-Student ratio is 1:20 approximately.

The basis of this ratio is that a smaller group of pupil-teachers can be observed minutely,

and individual attention can be paid by teacher educators. Grouping is not done roll no.

wise but keeping in mind student‟s need and nearness to their home if possible to avoid

unnecessary wastage of time. Student teachers and teaching schools ratio depends upon

number of students in that school.

58

2.4.3. Describe the mechanism of doing feedback to the students and how it is

used for performance improvement?

To improve the teaching performance of pupil-teachers, the teacher educators

observe them in simulated teaching class in the college and give their suggestions orally

and in writing, pointing out their weak points. They also give suggestion for

improvement in the confidence level & performance. Before sending pupil teachers to

school special lectures on teaching aids and use of technology are given by concerned

teacher in the class. During practice teaching in schools, the performance of pupil-

teachers is also observed by the teacher educators and school teachers. They provide their

suggestions for improvement in the teaching performance. Written remarks are given on

the practice teaching files. Pupil teachers who lack perfection are advised to observe the

performance of other pupil-teachers. At the end of the class, group discussion is also held

on daily basis in which short comings are pointed out and suggestions are given to

overcome them. The Principal of the institution visits teaching practice schools during

teaching practice and inform student-teachers about various issues related with teaching

practice. The educational needs of the schools are also discussed time to time by the

faculty and the Principal of the college with the Principals/Headmasters of practicing

schools.

2.4.4. How does the institution ensure that the student teachers are updated

on the policy directions educational needs of the schools?

General directions or information‟s or instructions given by Univ./Board/Govt. are

announced by the Principal during morning assembly and cutting of Newspapers and

notices are displayed on the Notice board. Principal held‟s meeting with faculty members

& Head of schools from time to time to discuss various recent educational developments

and Govt. Policies and how to implement these policies in classroom and administration

of the institute.

2.4.5. How do the students and faculty keep pace with the recent development

in the school subjects and teaching methodologies?

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Nowadays internet facilities are available, any type of information related to new

development can be downloaded from internet and can be discussed with the pupil

teacher.

To update themselves with the latest developments in the school subjects and

teaching methodology and inNov.ations, the pupil-teachers and the teacher educators read

educational journals, NCERT journals and Reference book etc. The teacher educators

attend seminars and workshops to update their knowledge of teaching methodology.

2.4.6. What are the major initiatives of the institution for ensuring personal

and professional/career development of the teaching staff of the institution

(training and sponsoring professional development activities, promotional

policies etc.)?

The institution always persuades the teacher educators to attend various seminars,

workshops etc. for their professional development and to gain knowledge about the

recent trends/developments in the field of education. They are granted leave, registration

fee, TA & DA by the institution. The institute also organizes seminars/workshops to add

the professional knowledge of teacher educators and pupil-teachers. Recently institution

organized a National Seminar on theme, “Reforms for Quality Teacher Education

Programme”. Educational journals are also available in the library to update their

knowledge.

2.4.7. Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes give details.

To motivate the faculty members for good performance the institute gives titles &

certificates for their contribution. The Principal praises the sincere and hardworking

teacher educators in meetings and Morning assembly. Their suggestions for further

improvement are discussed democratically in the Principal-faculty meetings.

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2.5. Evaluation Process and Reforms

2.5.1. How are the barriers to students learning identified communicated and

addressed (conducive environment, infrastructure, access to technology

teacher quality etc.)?

The Principal meets the students often to identify the problems and needs of the

students and takes steps to remove the barriers. The institute itself takes good care to

provide congenial atmosphere for study, modern teaching aids and quality teachers.

Suggestions received from students and teachers are discussed and if found valid, then,

accepted and implemented. The teacher educators also listen to the students‟ problems

and needs and give them proper guidance. Students‟ counseling cell also actively takes

care of students‟ barrier/obstacles/problem in learning. Complaint or Suggestion box has

been placed so that student teachers can inform about their learning needs & problems

without hesitation. Suggestions given by old students are welcomed, or discussed and

possible solutions are implemented.

2.5.2. Provide details of various assessment/evaluation process (internal

assessment, midterm assessment term end evaluations, external evaluation)

used for assessing learning?

As per the university norms, one house test is mandatory but the institution

conducts two house exams. in a year. After completion of half of the syllabus a house

exam is conducted and the second house exam is held after the completion of the full

syllabus. The result of both the examinations is intimated to the students so that they

could know their level of knowledge. Apart from these tests the paper/subject wise

assignments, projects, unit tests, seminars, presentation, group discussions are also

conducted time to time to evaluate the knowledge & provide feedback to pupil-teachers.

At the end of the session MD University conducts the theory as well as practical

examinations.

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2.5.3. How are the assessment / evaluation outcomes communicated and used

in improving the performance of the student and curriculum transaction?

After each house test/examination the answer sheets are shown to the students so

that they could know their mistakes and weaknesses. Teachers too come to know which

topic is fully understandable & where extra emphasis and time need to be given.

Knowing students performance teachers too change their teaching methodology.

Principal held‟s meeting with faculty members and necessary actions are taken to remove

the barrier and improve the performance of students. Those who perform well in house

exam and co-curricular activities are given certificates to boost their moral.

2.5.4. How is ICT used in assessment and evaluation process?

The institute uses ICT for keeping various records related to assessment and

evaluation of the students, the teaching and non-teaching staff. The question papers set by

the faculty members are typed and printed using computer in college campus. The record

of the students‟ assessment is also maintained with the help of computer.

2.6. Best Practices in Teaching-Learning and Evaluation Process

2.6.1. Detail on any significant innovation in teaching/learning/evaluation

introduced by institution?

The institution is planning to introduce ICT based objective type unit tests series

for all the courses. The institute is preparing a question bank for each subject of each

course. After the completion of a unit students will be asked to sit before computer and

answer the questions of that unit on the computer in a given time and thereafter get result

instantly. This unit practice will help the pupil-teachers to improve their quality of

education, knowledge and interest in ICT. Computer based tests will save time, money

and wastage of papers, preserving trees leading to address environmental issues.

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2.6.2. How does the institution reflect on the based practice in the delivery of

institution including use of technology?

The main objective of the institution is to produce quality and responsible teachers

who could make their place in modern world. To prepare quality teachers the institution

has established well equipped modern computer laboratory. As per college time table

every student get one hour time to get computer training under the supervision of the

trained teacher.

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Criterion-III

3.1. PROMOTION OF RESEARCH

3.1.1. How does the institution motivate its teachers to take up research in

education?

The institution constantly motivates its teachers to take up research in education in

following manner:

• Faculty members are encouraged to participate and present their research papers in

national and international conferences/seminar for which they are provided

academic leave.

• Workshop/orientation programmes regarding research methodology and statistics

are attained by faculty members as and when organized by various affiliated

colleges of M D Rohtak and other universities.

• Extension lectures are delivered by esteemed/reputed professors/associate

professors for enriching research experiences of the faculty members.

• Teachers are encouraged to attend seminars, conferences, workshops, etc

• Adjustment in teaching schedule is usually made to help the teachers involved in

research.

• The institution holds seminars and workshops which facilitate the interaction with

other experts.

• Research ideas through normal teaching, innovation and field work are

encouraged.

• Teachers are provided with various facilities such as free internet access, online e-

resources, research journals etc for motivating them to take up research seriously.

• Teachers are encouraged to acquire higher qualification like-M.Phil., Ph.D.

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3.1.2. What are the thrust areas of research prioritized by the institution?

The thrust areas of research prioritized by the institution are as under:

• Environmental awareness

• Cybercrime

• Special Education: Learning disability/MR/Physically handicap

• Reforms in curriculum

• ICT awareness /use of ICT for teaching children with special needs

• Need of guidance

• Professional Commitment.

• RTE awareness

3.1.3. Does the institution encourage Action Research? If yes give details on

some of the major outcomes and the impact.

Yes, the institution encourages action research by the faculty members as well as

students.

Action research is being done by faculty members and perspective teachers at

continuous intervals. Action research is an attempt to correlate theory and practice. The

present day classroom problems can only be solved if teacher becomes research minded.

Major Outcomes:

• Bad handwriting of students have been improved

• pronunciation of the students has been corrected or improved

• Interest towards scientific experiments have been developed

• spelling errors have been reduced, indiscipline problems were being solved

• participation of students in co curricular activities was being enhanced

• Attendance problems of the students was being solved.

Impact: Action research makes the teachers interested in their work and it infuses in

teachers quality of research mindedness and develops experimental outlook. It helps the

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teachers in solving immediate problems of the classroom. It widens as well as deepens

the knowledge of the teachers.

3.2. RESEARCH AND PUBLICATION OUTPUT

3.2.1. Give details of instructional and other materials developed including teaching

aids and/or used by the institution for enhancing the quality of teaching during the

last three years.

The various instructional and other materials developed or used by the institution

are detailed below:

• Self instructional material has been developed according to latest syllabus of M.

D. University Rohatak, highlighting the main areas/points of whole

syllabus(subject wise).

• Demonstration (CDs/VCDs) experiments in science subjects is available for

enriching the knowledge of perspective teachers.

• Print materials such as:

Lesson Plans

Charts

Flash Cards

Transparencies

• Non-Print materials such as Slides, Models.

• Power Point Presentations

• Question Bank

• Various audio cassettes and CD‟s have been bought from NCERT

• Audio Cassettes and CDs on various topics of English and Hindi, Science, Math

and Social Studies.

• Lesson Plan CDs

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3.2.2. Give details on facilities available with the institution for developing

instructional materials.

The various facilities available with the institution for developing instructional

materials are as follows:

• The institution has a well equipped computer lab with 40 computers connected

in LAN as well as in WAN are used for development of self instructional

material, PowerPoint presentations and computer assisted learning material.

• Fully equipped language lab with 01 Computer (Internet connection): 30

systems/head phones.

• For development of print and non print materials the institution has separate

labs like P.T.A lab and E.T. lab equipped with LCD Projector, OHP and Green

Board.

• Periods per week in the time table are allotted for preparation of teaching aids.

• Free internet service for students and faculty round the clock for all the 365

days.

• Multipurpose room for fabricating teaching aids.

• Well equipped library with following facilities:-

Text Books & reference books

Journals/Periodicals, Magazines and Newspapers

Computers

Audio & Video Cassettes

Internet

Resource materials on digital media such as CDs

3.2.3. Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

Yes, the institution has developed following ICT/technology related instructional

materials:

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• Lesson Plan CDs

• Subject related CDs

• PowerPoint Presentations(200)

• Audio cassettes and CDs on various topics of English and Hindi.

• Recording of extension lecture given by experts.

3.2.4. Give details on various training programmes and/or workshops on

material development (both instructional and other materials)

a) Organized by the Institution

b) Attended by the staff

c) Training provided to the staff

• Five National Seminars was organized by the Institution.

• The institution organized 7 days workshop on ICT Training programme for

teacher educators sponsored by „Sakham‟ Microsoft from 28th May 2015 to 3rd

June 2015 which was attainted by whole faculty members of the institution.

• Remedial teacher training programme and bridge course for drop out students

is being attainted by D.Ed. faculty members which is organized by SCERT

once in an year.

• Various national seminars/conferences are being attainted by faculty members

for the up gradation of their knowledge and to get awareness regarding latest

teaching learning process.

3.2.5. List the journals in which the faculty members have published papers in

the last five years.

The list of journals in which the faculty members have published papers in the last

five years is as follows:- Annexure-3.1& 3.2

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3.3. CONSULTANCY

3.3.1 Did the institution provide consultancy services in last five years? If yes,

give details.

The institution extends its expertise for consultancy services to educational

institutions and organizations in the following manner:

• Holding conferences on professional/technical skills in Teaching,

Microteaching.

• Deputing the faculty to hold consultation sessions with heads/manager of local

schools for improving school education.

• To provide counseling through guidance cell to children of nearby villages.

• The pupil teachers are encouraged to tutor younger kids to improve their

reading and writing skills.

3.3.2 Are faculty/staff members of the institute competent to undertake

consultancy? If yes, list the areas of competency of staff members and the

steps initiated by the institution to publicizes the available expertise.

Yes, the faculty members of the institute are competent to undertake consultancy.

Their areas of competency are education and the subjects of their post graduation. They

provide consultancy to students of D.Ed., B.Ed., M.Ed., M.A. (Education) and M. Phil.

• Consultation regarding personality development is given to the students.

• consultation regarding development of self confidence is provided to the

students

• Consultation regarding development of competitive spirit among students is

being given.

• Consultation regarding enhancement of teaching skills is given to the students.

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• Consultation regarding solving educational and personal problems of the

students

3.3.3 How much revenue has been generated through consultancy in the last

five years? How is the revenue generated, shared among the concerned staff

member and the institution?

This is a college of Education. Consultancy is done in the field of education with a

sense of devotion to the cause of education and no fee is charged by the staff for it.

3.3.4 How does the institution use the revenue generated through

consultancy?

No revenue is generated as mentioned above so no question of how to use that

revenue.

3.4. EXTENSION ACTIVITIES

3.4.1. How has the local community benefited from the institution?

(Contribution of the institution through various extension activities, outreach

programmes, partnering with NGO‟s and GO‟s)

The cooperative activities of the college have a long lasting effect on the

community. The community by and large recognizes the extension activities of the

college. It improves the local linkages and gives awareness to the community on basic

issues and ads to the goals of National Development. The institution has organized

various extension activities, outreach programmes etc for the benefit of local community.

The details are as follows:

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• Extension Activities:

The teacher educators demonstrated to school teachers about the preparation of

teaching aids and how to use them. Moreover, the teachers were told how to

involve the students in developing the lesson.

The distribution of free medicines to the residents of surrounding villages aims

towards the National goal of “Health for All”.

The pupil teachers were taken to the nearby villages to perform cleanliness

activities under “Swachchh Bharat Aviyan" and to create awareness among the

villagers to save the girls and to educate them.

The pupil teachers were taken to slum areas around and nearby villages. They

met the villagers and interacted with them. They asked the reason for being not

educated. The pupil teachers emphasized upon the need of education in today's

world and motivated them to learn and educate their family.

The pupil teachers are encouraged to plant the trees and take care of them. Van

Mahotsava day's importance is told to students. Various competitions

organized by the institution (Seminar, Symposium, Slogan writing, chart

making competitions etc)

Population Education and Health & Hygiene Awareness:

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Workshop on activity based teaching learning-13th April 2013

Akhil Bharatya Sahitya parishad-11th April,2013.

Shahidi Diwas 23rd march 2014.

Extension lecture by various doctors of medical institution were organized with

the theme "Health and Hygiene".

Seminars, slogan writing competitions and various competitions organized on

the theme of "population education".

A procession was organized for the theme "Save the girl child" and " Female

Foeticide."

• Outreach Programmes:

The pupil teachers and members of the faculty are carrying out the outreach

programme in the following manner:

• Vote India Vote Campaign(2013-14)

• Educational tour Kurukshetra(panorama and neigh- bowering)

• Six Days Workshop for D.Ed. 28th April-3rd May2014

• Literacy programme -2013

• Value Education: Duties and responsibilities of teacher-21st April 2014 by K.N.

Thakur.

• Role of ICT in teacher Education 21st Feb 2014 by S V Singh

• Professionalization of the teacher education By Dr Chandrakala on 29th Nov. 2013

• Partnering with NGOs and GOs:

Government organization: M.D. University (Rohtak), SCERT (Gurgaon)

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3.4.2. How has the institution benefitted from the community? (Community

participation in institutional development, institution-community networking,

institution-school networking, etc)

The Institution has been benefitted by the community in various ways:

• Institution-school networking: During practice teaching, all teacher trainees

interact well with the school. Besides classroom teaching, each pupil teacher is

supposed to take part in the morning assembly of the school, organize certain

activities in the school and conduct action research. Thus the student teachers

interact with school/community to study their emerging needs and provide

appropriate solutions to their problems.

• Institution-community networking: As the pupil teachers interact with the

students after being given training, they perform well in teaching and thus help

them in their placement.

Moreover, broader prospective regarding teaching develops during community

interaction. The pupil teacher learns to tackle the students according to their need and

psychology. When pupil teacher comes in contact with the community, variety of

students interacts with them and thus their communication skills are improved.

"Community Awareness programme" is organized. The pupil teachers are taken to

various areas and are given chances to interact with various communities. The students

come to know about the flaws of ways of thinking that lead to illiteracy among those

people and are thus able to organize various programmes leading to development of

community.

• Community participation in Institutional development: Schools are invited to visit

the institution and varieties of teaching aids are exhibited. The schools are allowed

to choose whatever teaching aids they like. Their suggestions are also welcome to

improve the work done by the students and the programme organized by institute.

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Time to time heads and staff of the schools are invited in the institute to give their

views about improvement in curriculum and other school activities that are availed by the

institution during teaching.

After teaching practice, a thanks giving party is organized by pupil teachers with

school authorities. Principal of the college makes it a point to attend the party and

expresses gratitude to the school head as well as staff members. The views regarding the

improvement in organization of teaching practices, discipline among school students,

preparation and utilization of teaching aids by school teachers are exchanged with the

pupil teachers.

3.4.3. What are the future plans and major activities the institution would like

to take up for providing community orientation to students?

The future plans and major activities that will be taken up, are as follows:

• Organization of workshops to develop communication skills in teachers and

personality development.

• Establishing N.S.S unit within the institute.

• To broaden the scope of educating down trodden people of nearby community/areas.

• Organizing " Nukkad Natak" to show the social evils related to education and to make

people aware of them.

• Increasing the scope of community service programmes.

• Provision for support to disabled persons.

3.4.4. Is there any project completed by the institution relating to the

community development in the last five years? If yes, give details.

The institution has completed following project related to community development:

• Adult Education & Literacy: The pupil teachers were taken to nearby village for

spreading literacy among adults. During their interaction with the villagers, the pupil

teachers told them the importance of literacy in today's world and motivated them to

learn. The response noticed afterwards was encouraging.

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3.4.5. How does the institution develop social and citizenship values and skills

among its students?

In a professional institution, especially in a college of education, sensitization and

development of social and citizenship values and skills is one of the major objectives.

This institution has adopted a number of practices through which a sense of social and

civic responsibility is inculcated. They are stated below:

• While holding programmes like sadan meetings and morning assembly, different

responsibilities are assigned to the student teachers. They get opportunity to

organize programmes independently under the guidance and supervision of the

sadan in charge.

• The student teachers are assigned different responsibilities in organizing

educational tours.

• The student teachers share different responsibilities in organizing intra college

meets in skill-in-teaching, preparing teaching aids, drawing & painting, collage

making, dance, poem recitation etc.

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• During the week, members of the sadan on duty, perform various duties like

writing news and thought for the day, observing discipline in the library,

controlling and regulating the visitors.

• Student teachers are involved in plantation of trees and flowering plants for

beautification of the campus.

• Various extension activities such as adult education, environmental awareness,

social work, AIDS awareness,, population education, etc are organized to inculcate

social concern in the minds of the student teachers.

3.5. COLLABORATIONS

3.5.1. Name the national level organizations, if any, with which the institution

has established linkages in the last five years. Detail the benefits resulted out

of such linkages.

Following is the list of national level organizations with which the institution has

established linkages:

National level: NCTE

Local level: SCERT, MDU and BSEH

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3.5.2. Name the international organizations, with which the institution has

established any linkage in the last five years. Detail the benefits resulted out of

such linkages.

The institution has established linkage with Microsoft and organized a 7 days

workshop for faculty development programme.(international organizations.)

3.5.3. How did the linkages if any contribute to the following:

a. Curriculum Development

b. Teaching

c. Training

d. Practice Teaching

e. Research

f. Consultancy

g. Extension

h. Publication

i. Student placement

a) Curriculum development: The experience, interaction and feedback gained

from linkages help in identifying the new emerging and job oriented areas

which should be included in the curricula so as to contextualize them.

Expertise and peer suggestions of such organizations also help in curriculum

development.

b) Teaching: The linkages with various agencies help in arranging faculty

exchange and academic development. Faculty from these institutions is

involved in teaching and research collaboration. It has improved the quality of

work and its applications.

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c) Training: The linkages help in gaining experience, interaction and feedback

regarding various teaching skills. The students get training with modern

equipment and ICT enabled hardware/software. Such students are able to

compete nationally in getting placements

d) Practice Teaching: The students of the institution go for practice teaching in

various schools to get hands on experience and realize the real-time situations.

e) Research: Such linkages promote front-line research activities in the

institution. The members of the faculty and the students are able to have access

to advanced databases for acquisition of precise and accurate data. Such

collaborative research also helps in developing new academic contacts.

f) Consultancy: The linkages help to develop national and international

competency and expertise in our students and members of the faculty. The

institution encourages consultancy work by the faculty.

g) Extension: The linkages with National Organizations and the University

departments lead to the development of new and Innovative programmes. Such

technologies are passed on to the community and stakeholders through

publications in research journals and through direct outreach programmes. The

linkages of the institution promote extension activities directly beneficial to the

community in terms of health awareness programs, education of the rural

masses, environmental awareness etc

h) Publication: The linkages lead to amalgamation of concepts and hybridization

of the researchers. The institution has published the research journal called

ANWESHAN: journal of Education regularly since 2011.The institution has

several publications from the members of faculty with co-authorship from

other universities. These publications in recent and emerging areas imply

development of cutting-edge technologies.

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i) Student Placement: The institution-school linkages enable the schools to

fathom the depth of knowledge of students of this institution. The students also

get trained with hands on experience in relevant schools during their practice

teaching. This helps in better understanding of the schools. The institution has

established a placement cell for promotion of linkages between the institution

and the schools in order to cater to the needs of the schools and better

placement of our students.

3.5.4. What are the linkages of the institution with the school sector?

(Institute-School-Community networking)

The institution has established extensive linkages with the school sector in respect

of practice teaching, placement of the students, research and extension activities. The

college has linkages with various schools:

3.5.5. Are the faculty actively engaged in schools and with teachers and other

school personnel to design, evaluate and deliver practice teaching? If yes give

details.

Yes, the members of faculty are actively engaged in schools and with teachers and

other school personnel to design, evaluate and deliver practice teaching. The principal of

the institution sends teacher educators in different schools as per their convenience during

practice teaching session under the supervision of faculty members. All the concerned

faculty members discuss and plan out whole practice teaching schedule with the head of

the school. They actively collaborate with teachers and other school personnel to design

the time table of student teachers, evaluation of student teachers, organizing certain

activities in the school, etc. Moreover the faculty members interact with school to study

their emerging needs and provide appropriate solutions to their problems.

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3.5.6. How does the faculty collaborate with school and other college or

university faculty?

The institution has a large number of linkages of research and extension activities.

Such linkages help in training the faculty in the field of research and extension

programmes in service of society. Such activities also provide value addition to the

academic programmes of the institution. The faculty members collaborate with school

and other college or university faculty in following ways:

• The linkages with reputed schools, college and other universities help in academic

development.

• Teachers of practicing schools are involved for conducting action research in

school setting.

• Holding seminars, conferences and workshops on research and latest trends in

education.

• Conducting guidance & counseling sessions.

• Organizing short term orientation and competency building programmes.

• Organizing special lecture series in collaboration with experts from school and

other college or university faculty to improve the quality of research in teacher

education.

BEST PRACTICES IN RESEARCH, CONSULTANCY AND EXTENSION

3.5.7. What are the major measures adopted by the institution to enhance the

quality of research, consultancy and extension activities during the last five

years?

To enhance the quality of research, consultancy and extension activities the

institution has adopted following measures:

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For Research activities

• Special lecture series and workshops on research for students and faculty are

arranged

• Faculty members without doctoral degree are encouraged to do so by providing

them opportunity/ assistance.

• Teachers of practicing schools are involved for conducting action research in

school.

• Research proposals related to thrust areas of this institution that is, language

teaching, ICT, Inclusive education, etc are being submitted by the individual

members of the faculty to various agencies.

For extension activities

Extension activities are an integral part of teaching programmes in the

institution.

Members of the faculty are encouraged to participate in extension activities

in the following ways:

They are treated on duty.

The college meets out the expenditure towards registration fee, TA/DA,

etc.

• Student teachers are also encouraged to participate in a variety of extension

activities in the following manner:

By treating them on duty.

They are given prizes and certificates of commendation for their

participation in extension activities.

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Student teachers are appreciated in front of all the students for their

commendable performance.

3.5.8. What are significant innovations/good practices in research,

consultancy and extension activities of the institution?

Research

• Members of faculty are continuously persuaded, encouraged for submission of

research projects on problems of regional and global importance

• Academic achievements of the staff are encouraged by providing publicity and

recognition.

• To promote research in the field of education and to extend this service to

stakeholders including research workers, teachers, teacher educators and

educational administrators, the institution established a Centre for Innovation

and Research (CIR) which functions under the research committee of the

college.

Consultancy

• The institution has established linkage with schools for research, training, campus

placement and consultancy.

Extension

• Extension programmes like Adult Education, AIDS Awareness etc are annual

features of activities of the institution.

• The various extension programmes are planned and executed by the institution in

collaboration with national and local organizations.

• Faculty and students are continuously motivated and encouraged to participate in

variety of extension activities.

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Criterion-IV Infrastructure and Learning Resources

4.1. Physical Facilities

4.1.1. Does the institution have the physical infrastructure as per NCTE

norms? If yes, specify the facilities and the amount invested for developing the

infrastructure. Enclose the master plan of the building.

The physical infrastructure and earthquake proof building of the institution has

been built up as per the norms of the NCTE. The college was established in the year 2006

with all necessary facilities. The institution has 3 acres of land. The built up area of the

institution is 7337.16 sq. m. The institution has fully furnished and well ventilated

classrooms with the capacity of sitting for fifty students in a room. The college has well

equipped four storied, partially computerized library with a separate reading room. More

than 22,000 text books are available. It has huge collection of reference books, National

educational journals, Encyclopedias, magazines and newspapers. Apart from library,

fully equipped Psychology resource centre, Art & Craft resource centre, physical health

centre, computer laboratory and Science and Mathematics resource centre have been

established in the institution.

The institution has a seminar hall with a seating capacity of 250 students. The

administrative block comprises of Principal's office, Staff room and reception counter is

built in a very beautiful way. Separate common rooms for boys and girls are available.

The indoor and outdoor games facilities are also available in the institution.

The institution has a canteen where students and staffs can get the hygienic food of

their choice. The college is surrounded by lush green lawns. The bus facility for students

and staff is available in the institution. The total amount invested for the development of

the infrastructure is Rs. 1.5 corer/-. The copy of the master plan is enclosed herewith.

Annexure 4.1

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4.1.2. How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

The institution has 3 acres of land to meet the need for augmenting the

infrastructure to keep pace with academic growth. The spacious rooms and laboratories

are constructed as per the demand and requirement. A peaceful environment conducive to

learning is provided to the students so that they can learn more during their stay in the

institution. The institution invariably encourages the use of its academic and physical

facilities by organizing different educational activities.

4.1.3. List the infrastructure facilities available for co-curricular activities and

extracurricular activities including games and sports.

The institution has very big ventilated multipurpose & seminar hall where all the

co-curricular activities and extracurricular activities are organized. The hall has the

seating capacity of 250 students. The different activities like debates, dancing, singing,

group discussion, guest lectures, quiz etc. are also organized from time to time.

To conduct the indoor games like chess, table tennis, ludo etc. a physical health

resource centre has been established in the institution. Facilities for Gymnasium are also

made available for the students. For the activities related to outdoor games like

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volleyball, football, cricket, badminton, hockey, athletics etc. a huge playground is

available in the institution. Sports kits and material facilities are provided to students.

4.1.4. Give details of the physical infrastructure shared with other

programmes of the institution or other institution of the parent society or

university.

The institution shares the physical infrastructure with other programmes of the

institution like D.Ed. other institution of the parent society. If the people of the society

want to organize any meeting, the institution provides them multipurpose hall with

furniture and public address system etc.

4.1.5. Give details on the facilities available with the institution to ensure the

health and hygiene of the staff and the students (rest rooms for women, wash

room facilities for men and women, canteen, health center, etc.)

To ensure the health and hygiene of the staff the institution has a well furnished

canteen where hygienic food is prepared both for students as well as the staff. The

students get the food of their choice at cheaper rates. College authorities always check the

quality of food provided to the staff and students.

The institution has separate rest rooms for boys and girls where they can

rest/discuss issues during their leisure time. Separate washrooms for male and female

students are there. A separate washroom is also available for female staff. Due care is

taken regarding the cleanliness of the washrooms. A small dispensary is there with first

aid facilities. In case of any emergency the institution provide transport facility to the

students and staff. For providing clean drinking water, water coolers with aqua guard

system are fitted with in the institution. Provision of dustbins at various locations

throughout the institution is made to maintain cleanliness. Proper drainage system is there

in the building.

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4.1.6. Is there any hostel facility for students? If yes, give details on capacity,

no. of rooms, occupancy details, recreational facilities including sports and

games, health and hygiene facilities etc.

The institution has hostel facility, for male students. The necessary facilities like

almirah, fan, drinking water, bathrooms etc. are available. To get hygienic food there is a

separate hostel mess besides canteen. For the recreation of the boarders, sports and games

facilities are available.

4.2. Maintenance of Infrastructure

4.2.1. What is the budget allocation and utilization in the three years for the

maintenance of the following? Give justification for the allocation and

unspent balance if any.

The institution has spent a total amount of Rs. 50925000/- in the last three year on

different infrastructure facilities. The details are as follows:-

2012-13 2013-14 2014-15

Building 150,00000/- 150,00000/- 150,00000/-

Laboratories 150000/- 150000/- 150000/-

Furniture 150000/- 150000/- 150000/-

Equipments 100000/- 100000/- 100000/-

Computers 150000/- 50000/- 50000/-

Sports 75000/- 75000/- 75000/-

4.2.2. How does the institution plan and ensure that the available

infrastructure is optimally utilized?

The institution has given free hand to the staff and students to use the various

facilities like computer lab., Educational technology lab. and sports lab. The staff and

students can use all these facilities whenever they needed for their professional as well as

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personal use. This is reviewed by the concerned constituted committee. The institute

generates and expands the infrastructure continuously. The advisory committee focuses

on upkeep and maintenance of the infrastructure.

4.2.3. How does the institution consider the environmental issues associated

with the infrastructure?

The institution is built in the open area which is free from pollution. All the rooms

are spacious and well ventilated keeping environmental issues in mind minimum use of

wood for windows and doors frame is exercised. Open space is there for morning

assembly. The college building is surrounded by lush green lawns which give fresh air &

create a conducive environment for study. The college has a very big playground. The

full time gardeners are working to maintain the lawns with grass types like selection 1

and Goa carpet. The campus is full of the flower pots. Arrangements have been made for

clearing the campus. Students are encouraged to utilize the waste products for further use,

if possible. Students wishing to celebrate festivals like Holi and Diwali, then firecrackers

and synthetic colors are not allowed. To save electricity tubes are used instead of

traditional bulb.

4.3. Library as a learning resource

4.3.1. Does the institution have a qualified librarian and sufficient technical

staff to support the library (material collection and media computer services)?

A permanent well qualified and efficient librarian and an assistant librarian have

been appointed. Sufficient technical staff is also there for their support. More than 22,000

text books on various subjects are there for use. A separate reference section is created.

National educational journals, Encyclopedias, Magazines, Newspapers are made

available for students and staff. The library is partially computerized and has internet

facility.

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4.3.2. What are the library resources available to the staff and students? (Number

of books-volumes and titles, journals-national and international, magazines, audio

visual teaching-learning resources software, internet access, etc.).

The sufficient number of text books, educational journals, magazines and

newspapers are made available for student and staff. The students and staff can get the

text books issued as per their requirements. Each student can get 4 books at a time for

fourteen days while the faculty members can take 8 books at a time. The students select

the text books themselves. Separate reading section is there in the library. The students

can use it during their leisure time. The details of the library are:

a) Books 22578

-Textbooks 18461

-Reference books 4117

b) Magazines 10

c) Journals subscribed

-Indian Journals 28

-Foreign Journals --

d) Peer reviewed journals 20

e) Back volumes of journals --

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4.3.3. Does the institution have in place, a mechanism to systematically review

the various library resources for adequate access, relevance etc. and to make

acquisition decisions. If yes, give details including the composition and

functioning of library committee.

Yes, the institution has a mechanism to systematically review various library

resources. The Principal of the college has constituted a library committee which

comprises the librarian and four staff members. The committee ensures the proper

functioning of the library. The student teachers in their tutorial groups are asked about

their needs and suggestions. Regular meetings of the library committee takes place and

checks the stock of the library and submit a report to the head of the institution. The

library committee prepares a list of the new text books and educational journals which are

useful for the students and the faculty members and recommends them for purchasing.

New books are added every year in the library.

4.3.4. Is your library computerized? If yes, give details.

Yes, the college library is partially computerized. The course wise details of the

students have been loaded into the computer. Data of books is also loaded into computer.

Internet facility is available in library. Currently OPAC system has been installed.

4.3.5. Does the institution library have Computer, Internet and Reprographic

facilities? If yes, give details on the access to the staff and students and the

frequency of use.

The institution has facility of computer and internet in the library. The students

and faculty members can use this facility freely according to their requirement. The

M.Ed. students use the internet facility for their research work. Faculty members also use

this facility to write their articles and research work (paper). Reprographic facility like

photocopier is available in the library. CD‟s on various subjects are also available in the

library.

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4.3.6. Does the Institution make use of INFLIBNET/DELNET/IUC facilities?

If yes, give details.

The institution does not have facility to use Inflibnet/Delnet/IUC as it has not

signed any agreement and joined any consortium.

4.3.7. Give details on the working days of the library? (Days the library open

in an academic year, hours the library remains open per day etc.)

The institution strictly follows the university calendar. There are six working days

in a week. The library remains closed on Sunday and gazette holidays. The students

and faculty members can consult the library during summer vacations also. The working

hours of the library are:

On working days 9:30 a.m. to 4:30 p.m.

During examination 8:30 a.m. to 5:30 p.m.

4.3.8. How do the staff and students come to know of the new arrivals?

When new books, educational journals, magazines are purchased and added in the

library, the name of all these new arrivals are displayed on the display board in the

library.

4.3.9. Does the institution's library have a book bank? If yes, how is the book

bank facility utilized by the students?

The institution does not have book bank facility. A library card is issued to each

student. The D.Ed., B.Ed. and M.Ed. students can take 4 books of their choice for

fourteen days. The teachers can take 8 books of their choice. Reference books,

educational journals and other reading material are available in the library. The students

can consult study material during college time and can expand their knowledge. The

institution is planning to establish a book bank in the near future.

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4.3.10. What are the special facilities offered by the library to the visually

and physically challenged persons?

The institution provides books to the physically challenged students free of cost.

Transport facilities are also provided them free of cost. There is a wheel chair and ramp

for them. The entire library staff as well as faculty members cooperate with them. Due

care is taken by the college authority as per their requirements.

4.4. ICT as Learning Resource

4.4.1. Give details of ICT facilities available in the institution (Computer lab,

hardware, software, internet connectivity, access, audio visual, other media

and materials) and how the institution ensures the optimum use of the facility.

The institution has well equipped air conditioned computer laboratory with

internet facility. 40 computers are available in laboratory. The students and faculty

members can use the computers as per their requirements. The details of the ICT facilities

available in the Computer Lab are:

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Hardware

Configuration Quantity Make

Intel ® core 2 duo CPU 50 computers Assembled

E 7200 @ 2.53 GHz

160 GB SATA, 1GB DDR (2) RAM

17” LCD monitor, DVD, Printer

Head phone, Mouse, Keyboard

Multimedia, Online UPS- 1 KB

The other ICT equipments available with the institution are:

• LCD projector

• Over head projector

• Slide projector

• Computer with internet facility

• T.V.

• DVD player

• Audio cassette player

• CD‟s and Cassettes etc.

The students are given opportunities to use all these facilities as per their

requirement. Public address system is also available. Student teachers are given training

in handling these equipments and using them in making teaching-learning more effective

by the staff members.

4.4.2. Is there a provision in the curriculum for imparting computer skills to

all students? If yes give details on the major skills included

Yes, there is a provision in curriculum for imparting computer skills to all

students. Computer education is compulsory for all the D.Ed. and B.Ed. students. All the

students are supposed to learn MS-Excel, MS-Word, MS-Power Point presentation,

Internet, creating wall papers etc. During their stay in college the students are free to do

practice on computers in leisure time. To provide proper guidance to the students a

trained computer assistant always remains available in computer lab. The students can

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avail internet facility to expand their knowledge. Various books on computer education

are also available in the library.

4.4.3. How and to what extent does the institution incorporate and make use

of the new technologies/ICT in curriculum transactional processes?

The ICT is compulsory part of the syllabi, therefore, a well equipped computer

lab. has been established in the institution. The students are encouraged to prepare slides

related to their lesson plans & deliver through LCD projector. Maximum opportunities

are provided by staff members to the students to make the use of computers in order to

become masters in their respective subjects. Teachers too make use of latest technology

like power point presentations for delivering their lecturers. Internet is a source to update

their knowledge.

4.4.4. What are major areas and initiatives for which student teachers

use/adopt technology in practice teaching? (Developing lesson plans,

classroom transactions, evaluation, preparation of teaching aids)

The pupil teachers use the technology in teaching practice. The teachers help them

in developing lesson plan in their respective subjects. The pupil teachers use the latest

technology for presenting their lesson plans, articles and research papers in seminar

through LCD and OHP. The teacher educators teach them how to use & prepare teaching

aids using technologies.

4.5. Other Facilities

4.5.1. How is the instructional infrastructure optimally used? Does the

institution share its facilities with other for e.g.: serve as information

technology resource in education to the institution (beyond the program), to

other institutions and to the community.

If any other institution or community people approach the institution to use the

above mentioned infrastructure, the institution authority gladly permit them. If the people

of nearby villages organize any educational function or any other social activity the

institution provides them multipurpose hall with public address system etc. on condition

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of not disturbing the environment and discipline of the college. Charts & Models made

by teacher educator are donated to school for use. College provides OHP & projector if

any school Demands. Teacher educators are always there to help school teachers how to

prepare power point presentation for their lectures. If villagers approach college for help

against educational problems, our expert teachers are sent to discuss the problem and tell

them how world is changing and additional approach to tackle those matters is needed to

modify, like parents son/daughter, relations.

4.5.2. What are the various audio-visual facilities/materials (CD‟s, audio and

video cassettes and other materials related to the program) available with the

institution? How are the students teachers encouraged to optimally use them

for learning including practice teaching?

The institution has sufficient number of audio and video CDs, cassettes and

transparencies‟ related to different subjects. The pupil teachers use these CDs for their

learning purpose as well as for teaching practice. The college has well equipped language

lab where student practice their language skill. The different activities performed by the

pupil teachers are recorded so that same can be used whenever required. For

microteaching the teaching skill practiced by the pupil teachers are recorded and the same

are shown them to remove their mistakes.

4.5.3. What are the various general and methods laboratories available with

the institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

The institution has established different laboratories as per the NCTE norms.

1. Educational Psychology Resource Centre.

2. Science and Mathematics Resource Center/Curriculum lab.

3. ICT Resource Centre.

4. Language Resource Centre.

5. Art & Craft Resource Centre.

6. Health & Physical Education Resource Centre.

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All these labs are properly ventilated and well furnished so that pupil teachers can

work with full ease and comfort. The college management provides sufficient funds for

the maintenance of lab.

4.5.4. Give details on the facilities like multipurpose hall, workshop, music

and sports, transport etc. available with the institution.

The institution has one seminar hall and one separate multipurpose hall each with

a seating capacity of 250. All the co-curricular activities are conducted in multipurpose

hall. Seminars and workshops are conducted in seminar hall. Public address system and

other necessary facilities are made available in both the halls.

The institution has a separate health and physical education lab. where all the

facilities for indoor games like table tennis, chess, ludo etc. are made available for

students and faculty members. A huge playground is there for outdoor games like cricket,

football, volleyball, shot put, high jump, long jump etc. The institution has a separate Art

& Craft lab. where the activities related to work like clay modeling, drawing and painting

etc. are conducted. The institution has the music instruments like harmonium, table, flute

etc. The institution provides transport facility to the students as well as to the faculty

members.

4.5.5. Are the classrooms equipped for the use of latest technologies for

teaching? If yes, give details. If no, indicate the institutions future plans to

modernize the classrooms.

The classrooms of the institution are well ventilated. At present the classrooms are

not equipped for the use of latest technology. The future plan of the institution includes

permanently modernizing classrooms with LCD projector and computers so that the

teachers and students can give the power point & OHP presentation.

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4.6. Best Practices in Infrastructure and Learning Resources

4.6.1. How does the faculty seek to model and reflect on the best practice in

the diversity of instruction, including the use of technology?

When the teacher educators teach in the classroom they use technological facilities

like Over head projector, LCD projector and different slides.

ICT mediated lesson plans are made by teacher educators. Power point

presentations are prepared by teachers subject wise so as to enrich the knowledge of the

students in their particular subject mater.

4.6.2. List of Innovative practices related to the use of ICT, which contributed

to quality enhancement.

For microteaching the teaching skill practiced by the pupil teachers are recorded

by the use of latest technology and the same are shown to them to evaluate their

weaknesses. Teacher educators encourage the pupil teachers to search the internet to get

the latest information to write their assignments. The students are motivated to avail the

opportunity of using LCD projector, slide projector so as to present seminars, topics

related to their subject and assignments as and when mentioned in their curricular

aspects.

4.6.3. What innovation/best practices in "Infrastructure and Learning

Resources" are in vogue or adopted/adapted by the institution?

The pupil teachers are encouraged to spend their leisure time in educational

technology lab. and computer lab. Learning resources like slide projector, over head

projector and LCD projector are compulsorily used by the pupil teachers. Co curricular

activities are conducted on different occasions according to the academic calendar.

Suggestion Box: There is a suggestion box in the college if the student does not

wish to be identified and wants to suggest/complaint something on any issue

academic or non-academic he/she can put his/her letter in suggestion box. Visiting

members and parents are welcomed for their suggestions as well.

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Criterion-V Student Support and Progression

5.1. Student Progression

5.1.1. How does the Institution assess the student's preparedness for the

programme and ensure that they receive appropriate academic and

professional advice through the commencement of their professional

education programme (student's pre-requisite knowledge and skill to

advance) to completion?

The institution assesses the students‟ preparedness for the programme by

conducting different kinds of oral and written tests given to them from time to time in the

class room as well as through Micro and Mega-teaching/simulated teaching programmes.

Different tasks and assignments are given to the students as mentioned in their curricular

aspects. After evaluation, feedback is given to them how to overcome their shortcomings.

Students are advised to participate in various co curricular activities related to teaching

learning process so that they may excel not only academically but also non academically.

They are asked to take part in competition like chart making, chalkboard writing,

preparing best out of waste and pot decoration etc. For developing their personality,

exploiting inherent potential various programmes like Talent hunt and cultural events are

organized that help them in their professional career and developing into good Citizen of

nation.

5.1.2. How does the institution ensure that the campus environment promotes

motivation, satisfaction, and development and performance improvement of

the students?

To ensure that the campus environment promote motivation, satisfaction,

development and performance improvement of the students the institute organizes

various curricular and co-curricular activities. The faculty members ensure that the

maximum number of pupil-teachers take part in these competitive activities. A suggestion

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box has been installed in the college for improving the environment of the campus & for

making it conducive for learning. Rewards and appreciation certificates are given to good

performers to boost their morale and motivate others. Intra and inter college competitions

are also organized by the institution for their all round development for student teacher's

satisfaction teachers give them best remarks as per their performance grade and their

names are announced and trophies are given by Principal in the Morning assembly.

5.1.3. Give gender wise dropout rate after admission in the last five years and list possible reasons for the drop out. Describe (if any) the mechanism adopted

by the institution for controlling the drop out?

Ours being a professional college, the number of drop out students is negligible.

Only a few students drop out from the course owing to their selection for some

government jobs or other higher course. Since our students dropped out of the course for

better opportunity, no steps were needed to be taken by the college to control this

tendency. As the college started in 2006, so data available is only for last four years not

five years.

DROP OUT “Number of Students Year wise”

Year D.Ed. B.Ed. M.Ed. Total

2011-12 02 09 01 12

2012-13 10 10 04 24

2013-14 08 18 06 32

5.1.4. What addition services are provided to students for enabling them to

compete for the jobs and progress to higher education? How many students

appear/qualified in SLET, NET, Central/State services through competitive

examination in the last two years?

B.Ed. and D.Ed. students usually opt for higher courses. To compete in various

exams excellent command over language and facts is required and our faculty members

are competent enough to meet that requirement of students. Job related Informations are

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provided by the placement cell, from time to time, through college notice board. Faculty

members acquaint students with tactics like how to save time in competitive exams, focus

on main points, revise the syllabi in minimum time, prepare notes and what style should

be adopted while answering a question. Students are welcome to discuss their problems

and issues related with jobs or preparation for competitive exam. Students have appeared

and qualified various competitive tests including SET, STET and NET.

M.Ed. Students

NET/ SLET/SET

Any other HTET/CTET

Library facilities including competitive books, magazines and free internet

services are provided to students to update knowledge and enhance their moral.

5.1.5. What percentage of students on an average go for further studies/choose

teaching as a career? Give details for the last three years.

Though we do not have complete and correct information, it is estimated that

almost 90% of our students go for teaching job or for further studies in education.

5.1.6. Does the institution provide training and access to library and other

education related electronic information, audio/video resources, computer

hardware and software related and other resources available to the student

teachers after graduating from the institution? If yes, give detail on the same.

Yes, institution helps and provides every possible facility to its former students.

Former students are allowed to use library. They are allowed to take all the teaching aids

like projector, OHP and audio and visual CD's and transparency for their lesson

presentation at their working places time to time. These students are also allowed to use

internet facilities and computer lab for preparing their power point presentation and

preparing any computer related material with the help of concerned teacher.

2011-12 2012-13 2013-14

04 04 03

---- 04 06

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5.1.7. Does the institution provide placement services? If yes, give details of

the services provided for the last two years and number of students who have

benefited.

The institute started in July 06 and a placement cell was constituted in 2008. The

Placement cell approaches to the Principals/Headmasters of practice teaching schools and

other nearby schools to give employment to our students in their schools. Apart from this,

vacant positions are put up on notice board so that students could apply. The main motto

of the placement cell is to provide information and help to its students.

5.1.8. What are the difficulties (if any) faced by the placement cell? How does

the institution overcome these difficulties?

The placement cell of the college is unable to get exact data regarding the students

who got service through placement cell because students who are selected do not inform

the placement cell of the college. To overcome this problem, the college tried to collect

information from old students by sending a letter to them but very few replied back.

College holds alumni meet once in a year and try to collect maximum data about the old

students from the alumni students of our college.

5.1.9. Does the institution have arrangements with practice teaching schools

for placement of the student teachers?

Yes, the institution has made arrangements with the practice teaching schools as

well as other schools in the area for placement of our students. The placement cell of the

college writes to these schools and collects information every year to appoint our

students.

5.1.10. What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

The institute has assigned placement responsibilities to two educators and provides

secretarial support besides employment news/other news papers to placement cell.

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Institution also provides free internet, computer and printer facilities along with a phone

connection to seek help and information from placement cells of other institutions,

universities and schools.

5.2. Student Support

5.2.1. How are curricular (teaching-learning processes), co-curricular and

extracurricular programmes planned, (developing academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum?

For the planning of curricular, co-curricular and extracurricular activities an

academic calendar is prepared by the institution in the beginning of every session. The

academic calendar of the institution includes various aspects from admission process to

the annual examinations of M.Ed, B.Ed, D.Ed courses. Periodically the academic

calendar is discussed in staff council and if needed necessary modifications is made by a

committee of teaching staff headed by principal. Different types of curricular and

extracurricular activities are visualized in advance and, then, accordingly various

committees namely library committee, cultural committee, sports committee,

examination committee etc. are constituted. The incharge and members of these

committees are given additional responsibilities to conduct these activities smoothly as

per the calendar. These committees plan, notify and execute the activities from time to

time. After the completion of activity, feedback is taken from the students for further

improvement in such types of programmes.

5.2.2. How is the curricular planning done differently for physically

challenged students?

One student of B.Ed. visually impaired/blind in 2014-15 and one student of B.Ed.

2013-14 was admitted in the college. Financial aid and social interaction was provided to

such students. They are properly guided and cared by teachers.

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5.2.3. Does the institution have mentoring arrangements? If yes, how is it

organized?

Yes, the institution has mentoring arrangement. In the beginning of every

academic session separate orientation programmes are organized for different courses. In

these programmes students are provided with information regarding their theory and

practical papers according to their needs and interests. Students are informed about the

activities organized by the institution and they are motivated to participate in different co

curricular activities like debates, Seminars, Rangoli, Mehandi and quiz competitions etc.

Besides, tutorial incharge of the group guides them according to their curricular, career,

social, cultural, and family problems.

5.2.4. What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of students?

The institution has various programmes which support and enhance the

effectiveness of the faculty in teaching and mentoring of students. For example, well

equipped library provided research journals, newspapers, magazines, research abstracts

and latest books to update the knowledge of students and teachers. Various teaching aids

like over head projectors, slide projectors, DVD, LCD, computer, tape recorder etc. to

enchance role of ICT in teacher education. Seminars on current sensitive issues,

workshops, extension lectures by experts and group discussions are also organized by the

institution.

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Photos of the National seminar conducted by institution

5.2.5. Does the Institution has its website? If yes, what is the information

posted on the site and how often it updated?

The institution has its own website named www.bmcesnp.in . This website gives

information like vision, mission, Board of Governors, courses offered, infrastructure, fee

structure, admission procedure and list of faculty along with their qualifications. It is

updated at regular intervals or whenever any new/latest information has to be added.

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5.2.6. Does the institution have a remedial programme for academically low

achievers? If yes give details.

The institution has well qualified and trained faculty. Students are constantly

observed and examined according to their curricular needs, interest, abilities, capabilities

and academic performance. Though, all students are given equal attention but the

institution has remedial programmes for academically low achievers. Faculty first

identifies such students and tries to diagnose and solve their problems. Extra

classes/attention is given by the faculty to listen such students and a personal rapport is

maintained with such students.

Photographs of Faculty Members of M.Ed. B.Ed. & D.Ed. Programmes

5.2.7. What specific teaching strategies are adopted for teaching

(1) Advanced Learners

(2) Slow Learner

Different teaching strategies are adopted by the teachers for the advanced learners

and slow learners. For advance learners‟ special projects, assignments, ICT facilities and

brainstorming sessions are organized. Special guidance and study material are provided

to them for self study. On the other hand individual attention is paid to the slow learners.

First of all weaknesses of slow learners are identified in particular subjects and

accordingly extra classes, tutorials, special educational programmes etc. are arranged for

them. Their needs and interests are taken into consideration and they are taught according

to their pace of learning. Their parents are also guided by the teachers so that their

weakness could be overcome.

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5.2.8. What are the various guidance and counseling services available to the

students? Give details.

Students are given educational, vocational and personal guidance as per their

needs and interest through Grievance and Redressal cell. This cell consists of two

teachers, who provide guidance in selection of subjects and other academic problems.

The students are also guided for higher studies and vocational programmes. If any student

wants to share his personal problem and seeks guidance, proper suggestions/guidance is

given to him. Students are given career counseling whenever vacant posts of teachers are

advertised. Placement cell of the college has also been making efforts for students to get

employed. Before appearing in competitive examination/interview students are given

briefing/special lecture on how to get through these.

5.2.9. What is the grievances redressal mechanism adopted by the institution

for students? What are the major grievances redressed in last two years?

Grievance and Redressal cell of the college hears the problems of the students

very carefully and tries to help to the maximum extent. A suggestion/complaint box has

also been fixed in the college in which students can draw the attention of the highest

authorities of the college on an issue without disclosing their identity. Sometime back

students had grievances of transport and photocopy facility which were solved by the

institute.

5.2.10. How is the progress of the candidates at different stages of

programmes monitored and advised?

The progress of the students at different stages of programme is monitored in a

very systematic way. The institute conducts micro-teaching, simulated teaching and real

class room teaching to develop teaching skills. Class tests, unit tests and project

assignments are conducted at regular intervals for the continuous evaluation of the

students. Project and assignment in each subject, sessional work, field work etc. are also

assigned to them. For M.Ed. students there is dissertation work to develop research skills

in them. The students‟ progress is well monitored through the internal tests/examinations

and they are informed about their short comings and ways to overcome them.

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5.2.11. How does the institution ensure the Students competency to begin

practice teaching (pre-practice preparation details) and what is the follow up

support in the field (practice teaching) provided to the students during

practice teaching in schools?

Before sending the students for real teaching-practice, orientation programmes are

organized in each subject by different subject experts. The theoretical aspects (aims,

objectives, pedagogical analysis, unit planning, lesson planning and preparation and use

of teaching aids, methods of teaching and skill of teaching) is made clear to them in

respective subject classes. Extension lectures are also arranged on different topics for

effective teaching learning process. The subject teachers teach them to develop lesson

plans on different skills. The students prepare rough lesson plan using different teaching

methods which are checked by the subject teachers. Demo lessons are given by the

teachers on different skills to make the concept clear about teaching processes. Once the

student learns to prepare lesson plans on different skills, micro-teaching is organized. All

the students are divided into groups and micro-teaching takes place in two phases: In the

first phase any one subject is taken by the student after the completion of both the phases

it is ensured that student has developed the required skills. After micro-teaching, mega-

teaching is organized in which use of audio-visual aids is compulsory. Students are

guided and evaluated by the experts. They are told about their weak points and ways to

overcome them. After micro and mega lesson in simulation students attain competency in

different skills then, they are sent to nearby schools for real classroom teaching. The

students are instructed to follow all the instructions properly. The students are observed

by the teacher educators, M.Ed. students, school teachers and remarks are given on their

performance. During their real teaching they get experience of maintaining discipline,

arranging curricular and co curricular activities, preparing school time table, report card,

attendance register etc. which are part of their future work. From time to time suggestions

are given to them to improve their performance in different aspects of teaching and

learning process.

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5.3. Student Activities

5.3.1. Does the Institution have an Alumni Association?

If yes

I. List the current office bearers

II. List Alumni Association Activities of last two years.

III. Give details of the top ten Alumni occupying prominent position.

IV. Give details on the contribution of alumni to the growth and

development of the institution.

(I) Yes, there is an alumni association in our institution.

(II) 2009,2010,2011,2013 and 2015

(III) Our institution started in 2006 and alumni association was constituted in

2008. BMCE organized first alumni meet in 2009 , second in January 2010,

third was 17th April 2011, fourth was 3rd April 2013 and recently organized

in 8th Nov. 2015, in which all former students were invited. Dr. Vipin

Kumar Singh President, Ms. Juli Secretary and Mr. Yogesh kumar Joint

secretary was unanimously elected by the old students. Different kinds

cultural programmes were arranged for them. They were asked to come on

to stage and share their memory and experience at the campus and in real

professions. Some of the students presented poems, songs and dances.

Feedback forms were distributed to them and their views were seriously

considered and analyzed for further improvement.

(IV) As our institution is an education college, most of our alumni are employed

as teachers/lecturers in schools and colleges.

(V) Many suggestions received from the alumni were found very graceful in

the development of the institution.

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Alumni Meet 2015

Alumni Meet 2013

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Alumni Meet, 2011

5.3.2. How does the institution encourage students to participate in

extracurricular activities including sports and games? Give details on the

achievements of students during the last two years.

The institution is always concerned about the all round development of its

students. The institution provides ample opportunities to students to participate in

extracurricular activities in addition to their academics study. Different activities like

mehndi competition, traffic rule week, blood donation programme, clay modeling,

rangoli, poster making, Indoor and outdoor games etc. are organized in the college. The

students are motivated to participate in the sports and games also

Volleyball Championship

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5.3.3. How does the institution involve and encourage students to publish

materials like catalogues, wall magazines, college magazine, and other

material. List the major publications/materials brought out by the students

during the previous academic session.

Our institution encourages students to write articles, poems, songs, jokes, and

thoughts etc. for college magazine. Display board and wall magazines are also

maintained and exercised by our students with themes and art work.

5.3.4. Does the institution have a student council or any similar body? Give

detail on construction, major activities and funding.

Student union elections are not held in our college. However, Student Forum is

constituted every year by taking four representatives from all the three courses. If there is

any grievance, Student Forum takes up the matter with the Principal or Management.

5.3.5. Give details of the various bodies and their activities (academic and

administrative), which have students representation on it.

There are many academic and administrative bodies in which students have their

representatives. These committees are as under:

I. Library committee

II. Sports committee

III. Editorial board

IV. Alumni association

V. Social service committee

VI. Canteen committee

5.3.6. Does the institution has a mechanism to seek and use data and feedback

from its graduates and from employees to improve the presentation of the

programme and the growth and development of the institution?

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Our Principal interacts with the students from time to time to gather information

on teacher's behavior, way of the teaching and organization of different activities.

Suggestions of students and employees are taken into consideration and implemented to

improve the education programme. There is a suggestion box in the college in which the

students are free to drop their suggestions/complaints. At the time of alumni meets

alumni‟s are requested to fill up feedback form for the betterment of the institution and

quality of education. Their suggestions are considered at the highest level. Similarly at

the completion of the course we ask our students to fill up a feedback Performa. Their

feedback is also given serious consideration. Thus, the institute has very good mechanism

to seek feedback from all the sources and use the data in best interest of education as well

as the institution.

5.4. Best Practices in Student Support and Progression

5.4.1. Give details of institutional best practices in Student Support and

Progression?

The following are the best practices in student score and progression:

1. Systematic teaching including micro, macro and real teaching.

2. Continuous monitoring of student's progression in academic, curricular and

co curricular activities.

3. Equal opportunities for all students without any discrimination of caste,

creed, religion or gender.

4. Special support to physically challenged students.

5. Placement cell

6. Grievance and Redressal Cell

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Criteria-VI: Governance & Leadership

6.1. Institutional Vision & Leadership

6.1.1 What is the institution‟s stated purpose, vision and values? How are

they made known to the various stakeholders?

A. Purpose

I. The institution's purpose is to acquaint the faculty and students with

research in education including action research.

II. To enable faculty to develop communication skill among students and use

modern information technology and professional excellence.

III. To instill in them human & national values, social consciousness that

prepares them to be socially responsible and adorable citizens.

B. Vision

An abiding commitment for academic excellence and to improve the

quality of teacher education.

C. Mission

I. To enable trainee teachers to realize their full potential

II. To make them understand that they serve as agents of improvement and

change in the society.

III. To produce teachers of high quality and exemplary moral, who would play

important role in nation building.

D. Values

I. To produce teachers who are intellectually competent, emotionally balanced,

culturally refined, spiritually mature, morally upright, physically healthy,

vocationally productive and self sufficient.

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II. Development of leadership qualities and educating girls to make them

empowered.

Above purpose, vision, mission and values are made known to various stake

holders through website, magazine etc.

6.1.2 Does the mission include the institution's goal and objectives in terms of

addressing the needs of the society, the students it seek to serve, the school

sectors, education institution's traditions and value orientations?

Yes, the mission of the institution includes the goals and objectives of the

institution which have been framed keeping in view the needs of the society, students,

schools, educational traditions and values of the institution.

6.1.3 Enumerate the top management's commitment, leadership role and

involvement for effective and efficient transaction of teaching and training

processes (functioning and various committees and board of management,

BOG, etc.).

The management committee is committed for effective and efficient transaction of

teaching and learning process. It formulates the policies and endeavors to implement

them in letter and spirit. The teaching faculty recruitment procedure is transparent.

Advertisements are given in leading news papers. Selection committee comprises of

professors from university, other experts and members of management. Various

cells/committees are constituted for the smooth and efficient running of the education

programme. The Management and the Principal ensure that responsibilities of the various

committees and staff members are properly defined and communicated to them. These

responsibilities are communicated to the staff members through the Principal.

Committees have independent status and their recommendations are considered in top

management officials meetings and implemented as per requirements.

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6.1.4 How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the institution?

Board of governance of the college meets at regular intervals to monitor the

progress and development of various disciplines of the college. Current situation is

evaluated critically and future plans are formulated. Principal also meet the Management

Committee and board of governance and report the progress of the institution or any

problem faced by the institute. Decision regarding responsibility given to staff member is

taken on the basis of their academic and professional record, interest and experience.

Principal is the pivot in communicating the message to staff members through

circulars/notices or meetings.

6.1.5 How do the management/ head of the institution ensure that valid

information (from feedback and personal contacts etc.) is available for the

management to review the activities of the institution?

The Head of the institution receives valid information about the activities of the

institution through feedback form filled up by students and alumni and through grievance

redressal cell. There is a suggestion box fixed in the college by using that students can

put their complaint/suggestions without disclosing their identity. The feedback collected

from the students regarding the subject knowledge, teaching method, communication

skills and overall behavior of teacher is analyzed independently without any bias. The

valid complaint/suggestions are taken seriously and steps are taken by the Principal to

implement them. Some of the complaints/suggestions are also brought to the notice of the

management for their information and intervention.

6.1.6 How does the institution identify and address the barriers (if any) in

achieving the vision/mission and goals?

Various committees constituted for smooth functioning of the institution identify

the barriers and message is conveyed to Principal. The barriers coming in the way of

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achieving goal/mission of the institution are removed by holding group discussions

among the staff members, Principal, Management and with government authorities.

6.1.7 How does the management encourage and support involvement of the

staff for improvement of the effectiveness and efficiency of the institutional

processes?

The management considers every staff member has vital importance for the

progress of the institution. With this point of view, it supports the involvement of the

staff for the improvement of the effectiveness and the efficiency of the institutional

process. The management of institution has democratic and forward looking attitude.

During meetings all staff members are allowed to express their views, opinion without

any hesitation and this helps in running the institution effectively, smoothly and

successfully. Faculty members are allowed to attend seminar or workshop, which in turn

leads to new learning & experience for teacher and helps in improving teaching

efficiency.

6.1.8 Describe the leadership role of the head of the institution in governance

and management of the curriculum, administration, allocation and utilization

of resources for the preparation of students.

The Principal is a learned person respected by the staff members and students as

well. He is always very keen to interact with students and staff members to know their

views/suggestions for the improvement and progress of the education and the institute.

He effectively leads the staff members to achieve the goal of the institute. He utilizes the

best potential of every staff member in managing the curriculum, administration and

utilization of resources.

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6.2. Organizational Arrangements

6.2.1. List the different committees constituted by the institution for

management of different institutional activities? Give details of the meetings

held and the decisions made, regarding academic management, finance,

infrastructure, facilities, research, extension and linkages and examinations

during the last years.

The institute constitutes various committees like Internal Quality Assurance

Cell (IQAC), staff counsel, Grievance and Redressal cell, Placement cell, Women

Welfare cell, Library committee, sports committee, admission committee etc. in

the beginning of session every year for the smooth functioning of the institution.

During the previous year 2008-09 some important decisions taken by the various

committees of the institute are as under:

A. Board of Governors (BOG)

I. The college started in a leased building at kundli in 2006. BOG

decided to purchase land and construct its own building.

II. In 2008 BOG decided to increase the intake capacity of B.Ed., D.Ed.

and M.Ed.

III. In July 2009 BOG decided to shift the college from the lease premises

to its own permanent site.

IV. In 2009 BOG decided to open a canteen in the campus and also to

start buses from college to various parts of Sonepat and Delhi.

B. Academic Council of Staff (ACS)

I. In the year 2010 ACS decided to constitute a IQAC, to improve the

quality of education in the college. This committee not only monitors

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the quality of education but also give suggestions for the improvement

of education to the BOG/Management Committee.

II. In 2009 the council decided to form a Grievance Redressal and

Placement cells.

III. In 2009 the ACS decided to form an alumni association.

C. Placement Cell

The members of the placement cell go through the newspapers daily,

collect the advertisement related to teaching jobs, display on notice board

and inform to the students in their classes.

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6.2.2. Give the organizational structure and details of the academic and

administrative body of the institution.

TRUST

Sonepat Campus Gujarat Campus

BMCE BMIP MSIT

BOG

Principal

Academic Staff Administrative Staff

Staff IQAC Student Sports Grievance

Council Council Committee Redressal Cell

School- Gender Co curricular Placement Alumni

Practicing Welfare Activities Cell Association

Committee Committee Committee

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6.2.3. To what extent is the administration decentralized? Give the structure

and details of its functioning.

The administration is fully decentralized in various committees and cells which

function independently. Although financial aspect is completely monitored by

management committees while day to day activities of the institution are governed by

Principal.

6.2.4. How does the institution collaborate with other sections / departments

and school personnel to improve and plan the quality of educational

provisions?

The decision taken by various committees are discussed in staff council and

academic issues are discussed in IQAC as well. Similarly school teaching practice

committee discusses various issues with the heads of the schools. Based upon their

suggestions decisions are taken by various committees for the improvement and

collaboration e.g. charts and model lesson plan on various topics are given to schools for

their academic benefit. Feedback taken is the key ingredient to improve quality of

education.

6.2.5. Does the institution use the various data and information obtained from

the feedback in decision making and performance improvement? If yes, give

details.

Yes, the institution uses various data and information obtained through feedback.

The feedback is analyzed in depth and put up before IQAC/BOG for implementation. In

the alumni meet a (feed back form) Questionnaire is filled up by the students. The

suggestions given are considered for further improvement.

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6.2.6. What are the institutions initiatives in promoting co-operation, sharing

of knowledge, inNov.ations and empowerment of the faculty? (skill sharing

across departments creating / providing conductive environment).

The institute endeavors to promote cooperation among the faculty and students

with the help of assigning those responsibilities together in a team. They hold discussions

to share knowledge and inNov.ations. Encouraging students and teachers to participate in

seminars, conferences and providing them a platform to discuss their benefits with peers.

6.3. Strategy Development and Deployment

6.3.1. Has the institution an Management Information System (MIS) in place

to select, collect align and integrate data and information on academic and

administrative aspects of the institution?

The institution has a proper management information system under which the data

collected about academic and administrative aspects of the institution is analyzed in depth

and evaluated. The suggestions found conducive to improvement for academic and

administrative aspects are implemented.

6.3.2. How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

The institution allocates human and financial resources in a systematic manner.

Various plans for future are prepared after taking into consideration feedbacks,

suggestions and opinions from various sources. Thereafter, financial/human resources are

allocated on need basis to accomplish those plans.

6.3.3. How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

To implement a policy or realize a goal both human and financial resources are

needed. The institution prepares a blue print of the plan regarding human, finance and

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time resources after having suggestions from various committees. Thereafter, the plan is

assigned to the concerned committee. Financial requirements are met from fee. Proposal

for additional finance is sent to Management Committee, if needed.

6.3.4. Describe the procedure of developing academic plan. How are the

practice teaching school teachers, faculty and administrators involved in the

planning process?

The faculty under the guidance of the Principal prepares an academic calendar in

the beginning of the academic session besides university guidelines. Committee after

having discussions with the heads and teachers (if necessary) of the teaching-practicing

schools finalizes a calendar and implements it and further modifications are made by

issuing notices from time to time. The main aspects of the plan are:

I. Syllabus and curricular activities

II. Formation of committee

III. School are finalized

IV. Students are divided into groups

V. Concerned teacher-educators are given names of students, attendance sheet and

teaching practice schedule.

VI. Teaching practice time table is framed by the concerned teacher.

VII. Principal along with senior member of faculty visits every school

VIII. The whole plan is reviewed to make it perfect and then finalized.

6.3.5. How the objectives are communicated and deployed at all the levels to

assure individual employees contribution for institutional development?

The objectives are communicated with the help of meetings, circulars and notices,

to teaching, non-teaching staff and students. In real teachers act as a pivot between

students and head of committee or Principal in citing mistakes or further suggestions for

better execution and formulation of new plan. Experience of every employee or student if

reasonable is given weight age. Modified plans may be re introduced that proves

individual participation of faculty and students.

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6.3.6. How and with what sequence are the vision, mission and

implementation plans monitored, evaluated and revised?

The vision, mission and implementation plans are monitored/ evaluated and

reviewed every three months by Principal through meetings with faculty members.

The performance of the pupil-teacher in home exams and in co curricular activities

are discussed and evaluated. In the meeting decisions are taken to improve the

implementation of various plans. BOG also evaluates, reviews the implementation

of various plans after regular time interval.

6.3.7. How does the institution plan and deploy the new technology?

If any new technology in education system comes to notice, its usefulness is

evaluated and discussed in the staff council and IQAC. Human and finance

resources involved are also taken into consideration. If assessed useful, the new

technology is adopted.

6.4. Human Resource Management

6.4.1. How do you identify the faculty development needs career progression

of the staff?

The institution is of the opinion that for the development of any educational

institution, the development of faculty and their career progress is very important. The

needs for faculty development and their progression are identified by the institution from

time to time, either through student‟s requirement, feedback or teachers‟ own evaluation

report to Principal. The staff members are encouraged to attend the seminars,

conferences, workshops, symposiums etc. The institution provides financial help to

faculty who wish to attend such events. They are treated on duty on such days. Each and

every staff member gets an equal opportunity of participation in such events. The

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information regarding above mentioned developmental programmes are circulated among

the faculty members.

6.4.2. What are the mechanisms in place for performance assessment

(Teaching, research, service) of faculty and staff? (Self appraisal, method,

comprehensive, evaluations by students and peers) Does the Institution use the

evaluations to improve teaching, research and service of the facility and other

staff?

To access the performance of the faculty and staff in different fields like teaching,

research, service etc. a planned and systematic procedure is followed. At the beginning of

the session the staff is told that they would be accessed by different committees or by

different feedbacks. They are also informed that it was expected from them that they

would work hard for the upliftment of the institution. The feedback is obtained from the

alumni meeting and academic peers about the performance of the faculty at regular

intervals. In case any complaint is found, the concerned teacher is called by the Principal

in his office and his/her weaknesses are discussed and useful suggestions are given to

improve upon without hurting the feelings of the teacher. At the end of the session

students are asked to fill up feedback forms on the performance of their teachers. Alumni

are also requested to fill up the feedback forms. These feedback forms are carefully

analyzed and assessed by the IQAC.

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6.4.3. What are the welfare measures for the staff and faculty? (Mention only

those which affect and improve staff well-being, satisfaction and motivation)

The institution provides healthy environment for both the staff and students. The

facility of Yoga, indoor and outdoor games are provided to the staff in the campus. All

the faculty members are motivated to attend the Faculty Development Programmes. The

faculty is given full freedom to utilize the library and ICT facilities for the enrichment of

their knowledge. Regular annual increments are given to faculty and staff. The workload

is equally distributed and subjects are given according to their specialization and interest.

If any faculty member or staff member has any problem (academic or personal), he/she is

always welcome to discuss with Principal and get them solved.

6.4.4. Has the institution conducted any staff development programme for up-

gradation and training of teaching and non-teaching staff? If yes, give details.

• The institution organized 7 days workshop on ICT Training programme for

teacher educators sponsored by „Sakham‟ Microsoft from 28th May 2015 to 3rd

June 2015 which was attainted by whole faculty members of the institution.

• Remedial teacher training programme and bridge course for drop out students is

being attainted by D.Ed. faculty members which is organized by SCERT once in

an year.

• Various national seminars/conferences are being attainted by faculty members for

the up gradation of their knowledge and to get awareness regarding latest teaching

learning process

7

7 Days Workshop on Faculty Development Programme

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6.4.5. What are the strategies and implementation plans of the institution to

recruit and retain diverse faculty and other staff who have the desired

qualification, knowledge and skills (recruitment policy, salary structure,

service conditions) and how does the institution align these with requirements

of statutory and regulatory bodies(NCTE, UGC, University etc.).

The institution appoints and retains diverse faculty and other staff according to the

norms laid down by the NCTE, UGC and M.D. University, to which the institute is

affiliated. As ours is a self financed institution the teachers are recruited by a selection

committee including the experts from M.D. University, Rohtak. The vacancies of

different subjects are advertised in the leading newspapers. Taken into account the

academic excellence, teaching experience and performance of the candidates in the

interview the candidates are selected. Their pay scales and service conditions are as per

norms of the NCTE, UGC and M.D. University.

6.4.6. What are the criteria for employing part-time/adhoc faculty? How is the

part-time/adhoc faculty different from regular faculty (e.g. salary structure

work load etc.).

Part time/Adhoc faculty are selected if it is necessary, by a college committee

comprising Principal, senior faculty members and management. They are given

consolidated salary and their appointment is for a fixed period. The workload of such

faculty is not equal to that of regular faculty. They have to deliver two or three lectures in

a week. At the time of selection due care is taken that they have specialization in that

field.

6.4.7. What are the policies, resources and practices of the institution that

support and ensure the professional development of the faculty? (E.g. budget

allocation for staff development, sponsoring for advanced study, research,

participation in seminars, conferences, workshops, etc. and supporting

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membership and active involvement in local, state, national and international

professional associations)

The staff members are encouraged to attend the seminars, conferences, workshops,

symposiums etc. The institution provides the financial aid and treats them on duty. Every

staff member gets an equal chance of participation.

6.4.8. What are the physical facilities provided to faculty? (Well maintained

and a function and functional office, instructional and other space to carry out

their work effectively).

The physical facility provided to the faculty are spacious and separate Ladies &

Gents staff rooms with comfortable chairs, well maintained administrative office,

spacious classrooms, hygienic canteen, fully equipped laboratories and library. Clean and

hygienic separate wash rooms have been provided for male and female faculty members

and transport facility has also been provided.

6.4.9. What are the major mechanisms in place for faculty other stakeholder

to seek information and\or make complaints?

The students, staff and other stake holders are free to meet the Principal at any

time. The staff & students are informed about various activities through notices. The

complaint is also free to meet with top management through proper channel to explain

their grievance and get them redressed. Even the personal problem of faculty, if shared is

given serious thought and the institution tries to help to the maximum possible extent to

solve. Complainant cum suggestion box is there.

6.4.10. Detail on the workload policies and practices that encourage

faculty to be engaged in a wide range of professional and administrative

activities including teaching, research, assessment, monitoring working with

schools and community engagement.

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In the beginning of every academic session, the workload is equally distributed

among all the staff members. While drafting the time table, In-charge divides equal

number of lectures to all the staff members. Sufficient time is provided to the staff for

upgrading their research work. All the staff members are assigned some duties of

extracurricular and co curricular activities. All the faculty members are involved in some

or the other activities of the communities. Work is equally distributed so that no one is

getting over burden.

6.4.11. Does the institution have any mechanism to reward and motivate

staff members? If yes give details.

The institution appreciates the performance of the faculty members in many ways

including verbal and written appreciation and extra increments.

6.5. Financial Management and Resource Mobilization

6.5.1. Does the institution get financial support from the government? If yes,

mention the details received in the last three years under different heads. If

no, give details of the source of revenue and income generation.

Our institute is a self-financed institution and therefore does not get any financial

aid/support from the government. The only source of revenue and income is fee collected

from the students.

6.5.2. What is the quantum of resources mobilized through donations? Give

information for the last three years.

The institution does not receive any kind of financial donation.

6.5.3. Is the operational budget of the institution adequate to cover the day to

day expenses, if no how is the deficit met.

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Yes the operational budget of the institution is adequate to cover the day to day

expenses. The year wise surplus/deficit budget for the last three years is given below:-

Year Surplus in Rs Deficit in Rs.

20012-13 -------- 57,57,000/-

2013-14 -------- 22,50,000/-

2014-15 -------- 12,50,000/-

6.5.4. What are the budgetary resources to fulfill the mission and offer quality

programs (Budget allocations over the past five year depicted through income

expenditure statement, future planning and resources allocated during the

current year and excess/deficit)?

The budgetary resource is college course fee. The accounts of the institution are

regularly audited by the charted accountant appointed by the college management. The

audit report of the last three years is attached.

6.5.5. Are the accounts audited regularly? If yes give the details of internal

and external audit procedures and information on the outcome of last two

years?

Yes the accounts of the institution are audited regularly by the internal charted

accountant. The financial management of the institution is completely computerized. The

details of the fee collected from the students are maintained manually as well as in

computers.

6.5.6. Has the institution computerized its finance management system? If yes,

give details.

Yes the institution has computerized its finance management system. The

complete information about the number of students and fee collected from them are

available in computer. Along with expenditure of the year.

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6.6. Best Practice in Governance and Leadership

6.6.1. What are the significant best practices in Governance and Leadership

carried out by the institution?

The best practice in Governance and Leadership are

• The board of governance of the college meets at regular interval to monitor

the progress in the college.

• The Principal of the institution meet the faculty members to receive the

information about the activities conducted in the institution.

• The barriers that come in the way of achieving goals are removed by

holding discussions among Principal, Management and staff members of

the institution.

• Value Audit System.

• Transparency in administration.

• Organizational and managerial skills are imparted to students by involving

them in various activities.

• Democratic decision making system.

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Criterion VII: Innovative Practices

7.1 Internal Quality Assurance

7.1.1. Has the institution established internal quality assurance cell (IQAC)?

If yes, give its year of establishment, composition and major activities

undertaken.

Yes, the institution established Internal Quality Assurance Cell (IQAC) in 2009.

IQAC has helped in the improvement of education.

Major Activities Undertaken- Design and implementation of annual plan for various

institution activities:

I. IQAC is monitoring internal and external examination results, feedback through

various activities and events organized in the college. IQAC evaluates the

achievement and goals and objectives of the college.

II. Quality circles are promoted in all academic departments to involve faculty,

students, research scholars and non-teaching staff in the institution.

III. For academic departments and individual faculty members performance is assured

periodically.

IV. Feedback from students or faculty performance, usefulness of the curriculum,

infrastructure, administrative and sports services have been taken to identify

service failures and deficiency and to take appropriate corrective and preventive

measures. Feedback is also taken from employees, parents, retired teachers,

supporting staff and alumni.

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V. Development of quality marks/parameters for various academic and administrative

activities of the institution.

VI. Retrieval of information on various quality parameters of higher education and

best practices followed by other institutions.

VII. Organization of workshops and seminars on quality related themes and promotion

of quality circles for the institution.

VIII. Development application of Innovative practice in various programmes/activities

leading to quality enhancement.

7.1.2. Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.

The mechanism used by the institution to evaluate the achievement of goals and

objectives is preparation of Annual Self Appraisal report, feedback from students on

faculty performance, usefulness of the curriculum, infrastructure, administration and

support services have been taken to identify service failures and deficiency and to take

appropriate corrective and preventive measures. Feedback is also taken from employees,

parents, retired teachers, supporting staff and alumni of the institute.

7.1.3. How does the institution ensure the quality of its academic

programmes?

The institution ensures the quality of its academic programmes by organizing

seminars, workshops, alumni meet and various innovative practices.

7.1.4. How does the institution ensure the quality of its administration and

financial management processes?

The institution ensures the quality of its administration and financial management

process by regular meeting of the governing body members with the officials of

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administration and financial management. Suggestions which are considered useful for

quality enhancement are implemented. Service failures and deficiencies are identified to

take appropriate corrective and preventive measures.

7.1.5. How does the institution identify and share good practices with various

constituents of the institution?

The institution identifies and share good practices by sharing various information

received from different areas of the institution to maintain coordination amongst them.

Various constituents of the institution get deeply committed to various goals set up by the

institution‟s vision and mission.

7.2 Inclusive Practices

7.2.1. How does the institution sensitize teachers to issues of inclusion and the

focus given to these in the National policies and the school curriculum?

The institution sensitizes teachers to issues of inclusion by motivating them to

consider national policies and school curriculum. There is a provision for special

education, positive learning environment for students of backward and weaker section.

Financial assistance is given by the institution for them.

7.2.2. What is the provision in the academic plan for students to learn about

inclusion and exceptionalities as well as gender difference and their impact on

learning?

The curriculum designed by the university is implemented in such a way that

inclusion, exceptionalities and gender difference have either no impact or minimum

impact on students.

132

7.2.3. Detail of the various activities envisioned in the curriculum to create

learning environments that foster positive social indirection, active

engagement in learning & self motivation.

Various activities envisioned in curriculum to create leading environments that

foster social interaction are cultural programmes, sports, group tours, projects on various

social issues, lectures by religious people and social educators, social awareness

programmes etc. These activities help in creating an environment which helps in evading

social differences and creating active engagement and harmony in learning.

7.2.4. How does the institution ensure that student teachers develop

proficiency for working with children from diverse backgrounds and

exceptionalities?

There is provision of micro-teaching, simulated teaching, real class room situation

and special education as a subject is introduced in curriculum to develop proficiency for

working with children from diverse background and special children.

7.2.5. How does the institution address to the special needs of the physically

challenged and differently able students enrolled in the institution?

The institution has ten blind/Physically challenged students. Such a large number

of such students show that they are cared well by the institution. Keeping in view their

special needs, special arrangements have been made. Security guards bring them to their

class rooms; teachers help them in preparation of their lessons, files and notes. Other

students behave with them in a friendly manner so that they do not feel any inferiority

complex. They are also guided by the Guidance and Counseling Cell from time to time.

7.2.6. How does the institution handle and respond to gender sensitive issues

(activities of women cell and other similar bodies dealing with gender sensitive

issues)?

133

The Women Cell of the institution handles and responds to gender sensitive

issues. Girl students are encouraged through different activities like group discussions,

seminars, cultural programmes etc. to have hesitation free terms with male students.

7.3 Stake Holder Relationship

7.3.1. How does the institution ensure the access to the information on

organization performance (academic and administrative to the stake

holders)?

The working of the institution is very transparent and access to information on

academic and administrative performance is freely available to the students, teachers and

parents of the students. All information is also freely available in the Principal‟s office

and on our website.

7.3.2. How does the institution share and use the information/data on success

and failures of various processes, satisfaction and dissatisfaction of students

and stake holders for ringing qualitative improvement?

The institution shares the information on success and failures of various

programmes through meetings, magazines, news bulletin etc.

7.3.3. What are the feedback mechanisms in vogue to collect, collate data from

students, professional communities, alumni and other stake holders and other

stake holders on programme quality? How does the institution use the

information for quality improvement?

Feedback is collected from students and alumni and professional experts on

programmes quality. Feedback is seriously examined and analyzed by IQAC which is the

highest body in the college responsible for improvement in the quality of education also

have management‟s representative. The suggestions which are considered to be helpful in

the improvement of the quality of education are implemented and put up before the

management, if needed.

134

ANNEXURE

135

136

137

138

BHAGWAN MAHAVEER COLLEGE OF EDUCATION

(Approved by NCTE & Affiliated to M.D.U., Rohtak)

Village Jagdishpur, Near Railway Crossing, Distt. Sonepat (Hr.)

Tel : 0130-2325600-605 E-mail : bmce06@rediffmail.com

ANNEXURE-3.2

SEMINAR ATTENDED \PARTICIPATED BY THE FACULTY MEMBERS

S. Name of Presented \participated Topic

No. faculty

1 Dr. D.P. Tomar (1)Teacher‟s Accountability: Need of

the Hour

(2) Critical reflection in teacher

education

(3) globalization and materialization

of value & cultural Education

(4) Participated

(5) Pedagogy in Teacher Education

6) Instructional Role of Information

and Communication Technology

7) Inclusive Education: A

Prospective Issue

8) of Professional

Teachers for 21st Century challenge

9) Participated

10) Participated

11) Attended NAAC Sponsored Vishwavidyalaya

12) Participated in NACC

Maharishi Dayanand University,

Rohtak,Haryana

Date

6-3-2010 3 -4-2010 18-4-2000

6th March, 2012

17th

2012.

10th March,

2011

9th April 2011

March,

National Seminar/ Workshop/

Orientation Program organized by

BMCE, Sonepat

Maa Omwati COE Palwal

DDUMC,Meerut ,Up

Dakshin Bharat hindi Prachar

sabha(Kerala)

Modern College of Professional

Studies

Noida College of Physical Education

BMCE

May 1997 Maa Omwati College of Education,

Hassanpur, Palwal

Preparation

10-11-2011 18th Nov, 2011

March, 19-20,

2015

(DIET), Keshavpuram

Hindu College of Education, Sonepat

Bhagat Phool Singh Mahila

Sponsored

139

2 Dr. Pradipta (1)Job satisfaction of teachers Sri Sai Group[ of Institutes, Badhani-

Kumar Pattnaik Pathankot

(2)Quality management and

execellence in teaching.

(3)Quality and Equity in higher

education

(4) Co-operative learning stratigies:

A Golden road Towards collaborative Gyan Vihar University, Jaipur

learning.

(5)Women education as a tool for

rural development

(6)Quality and effectiveness of

Teacher Preparation

(7)Quality teacher education in new

millennium

(8) Secondary School Students‟

attitude towards Mathematics: A

close link with teacher Stereotype

9) TQM: Quest for Quality research

in higher education

10) A study of teacher stereotype on

students attitude to wards

Mathematics

NCPE Noida U.P. 11)Quality and effectiveness of

teacher preparation

12)Peace Education in teacher

education

13) TQM: Quest for Quality Research

in Higher Education

14) Teacher Education in Cyber Age

Budha College of Education, Ramba, 15) Information Technology:

12-12-2009

12-13-Dec.2009

29-3-2008

5-6 June,2009

24-6-2007

24-1-2009

Veerayatan B.Ed. College, Nalanda,

Bihar Shiva Institute of Management

Studies, Meerut

Prasanna Purusottam Dev

Mahavidyalaya

Noida College of Physical Education,

Dhoom Manikpur,U.P.

Chetram Sharma COE,Noida

5-4-2008 BMCE, Sonepat

06-03-2010 GDR, COE Panipat

2-5-2010

Maa Omwati COE Palwal

3.4.2010

13-2-2010

Budha COE,Karnal.

1st may 2010

Kapuri ram college of education

march-10, 2011

B.M College of Education, Jagdishpur,

Sonepat,Hr. 12th March, 2011

March-10, 2011

140

Pedagogical Innovation in Teacher Karnal,

Education

16) Educating Teacher Educators : An

Emerging Issue in 21st Century

17) Educating Teacher Educators : An

Emerging Issue in 21st Century

18) Simulation A Innovative

Technique in teacher Education

24th-25th Nov 2011

March

19) Empowering Rural Community to

begin global Educational reforms at

global level

20) Participated

21) Instructional Role of Information

and Communication Technology

22) Importance of Continuous and

Comprehensive Evaluation

23) Participated in research workshop

24) Participated in research workshop

25) Participated in two days state level

workshop

2014

26) autism: a challenge before teacher

education

27) women empowerment : policy and

perspective

28) educating teacher educators for

diversity: A challenge

29) Right to education Act: some

emerging issues

30) professional development: Quality

Indicator for new curriculum in

teacher education

NCPE,Noida

2nd April 2011 NCPE,Noida

18th-20th Nov 2011

Greater Noida College of Education,

Greater Noida,

2012 17th

All India association of educational

Research(AIAER)

31st

RIE, Bhubaneswar

March 2012.

12-13 oct2012 NCPE, Dhoom, Manikpur

Budha College of Education, Indri

Road, Ramba, Karnal,

Ch. Kapoori ram college of

education,panipat,

. 23rd feb 2013

15-16 MARCH 2013

9th feb 2014. Jialal institute of Education Ajmer

Rajstan

12-12 april2014

ch kapoori ram college of

education,panipat

5th april BMCE, Jagdishpur, sonepat, Haryana.

.

.

Ch kapoori ram college of education,

panipat, Haryana.

institute of education, Haldia.

Budha College of Education, Indri

Road, Ramba, Karnal, Haryana.

Budha College of Education, Indri

Road, Ramba, Karnal, Haryana.

14-15 feb 2015

14-15 feb 2015

19-20 March 2015

6th April 2015.

16th and 17th April

2011

141

31) Participated in two days NAAC

Sponsored workshop

32) Participated in one day state level

workshop titled Research

Methodology and Statistics

33) Participated in 7 days Microsoft

sponsored workshop

34)Human rights Education

35) participated 28 days Orientation

Programme

• “Professional Ethics and

Accountability in Teacher

Education ”

• “ Value Education ” • One day National Seminar

organized by Budha College of

Education, Karnal

• One Day National Seminar

organized by B.M. College of

Education, Jagdishpur, Sonepat

• Two days National Seminar

organized by Ch. Kapoori Ram

College of Education, Mahawati

Panipat

One Day National Seminar

organized by Institute of

education, Haldia, West Bengal

One day National Seminar

organized by Noida College of

Physical Education, Noida, UP

Two Days National Seminar

organized by Kirorimal College of

Education, Sonepat

One Day National Seminar

organized by Tika Ram College of

Education, Sonepat

One Day National Seminar

organized by Bhagwan Mahaveer

28th may to 03 june

2015

25-26th sept 2015

17th Nov to 13th

Dec 2014

• January-23- 24, 2010.

• Febuary-13,

2010.

• 6th, March,

2010

• March,9th,

2011 10th March, 2011 17th March, 2011 30th & 31st January, 2012 1st May, 2013

IQAC, M D University, Rohatak,

Haryana,

GVM, College of education For

Women, Sonepat,Haryana

BMCE, jagdishpur, Sonepat

Tikaram College of Education

Staff academic college (UGC), BPS

Khanpur, Kalan

• Two days organized by Kapoori

Ram College of Education,

Mahawati, Panipat, Hr

1 Mr. Ajay

Kumar

• “Question Bank: Reforms in

Evaluation System”

• “ Present Problems in Teacher

Education in India ”

• “ Human Values in Teacher

Education ”

• “ ICT and Total Quality

Management in Teacher

Education ”

• “Quality Teaching, Quality

Learning in Higher Education”

• “Courses and Policies of

Research Ethics ”

• “ Teacher Professionalism for

Quality Education ”

142

• “ Challenges and Issues of

Inclusive (Integrated)

Education in India ”

• “ Sexual Harassment at Home,

Work place and Educational

Institutions ”

• “Stress Management for

Students ”

• “ Curriculum Framework in

the reference of new norms of

NCTE, 2014”

• “Ethics and Quality

Enhancement in Teacher

Education”

• “The Role of ICT in

Education- Internet, E-

Models etc.”

• Faculty Empowerment on ICT

Training Programme for

Teacher Educators ”

• “E- Learning Tools for

Teacher Educators ”

• “ Research Methodology and

Statistics ”

• “ Education for Human Rights

and Values in India”

College of Education, Sonepat,

Haryana

One Day National Workshop

organized B.M. College of

Education, Jagdishpur, Sonepat

Two Days National Seminar

organized by Kapoori

Ram College of Education,

Mahawati, Panipat

9th feb, 2013. Feb. 9th, 2014,

11-12 April, 2014

One Day National Seminar by

Kapoori Ram College of

Education, Mahawati, Panipat

28th Feb. ,2015

One Day National Seminar B.M.

College of Education, Jagdishpur,

Sonepat,

1stMarch, 2015, 6th March, 2012.

One Day National Seminar

MODERN COLLEGE OF

PROFESSIONAL STUDIES,

Ghaziabad

One Day National Seminar

organized by ITERC

10th Nov, 2010

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

Three Days Workshop organized

by Guru Ram Das College of

Education, Delhi

One Day Workshop organized by

GVM College of Education,

Sonepat

Two Days National Seminar

organized by Hindu College of

Education, Sonepat, Haryana

28th May- 3rd June, 2015. 4th -6th May, 2015. 6th April, 2015.

143

One Day Workshop organized by

Institute of Professional and

Technical Education, AMOGHA,

Ghazibad on 26th

Feb, 2011.

One Day Workshop organized by

Dr. Ram Manohar Lohiya

Institute, Ghaziabad

18th Dec,2010.

Two Days Day Orientation

programme organized by

GODWIN PUBLIC SCHOOL

,Meerut sponsered by CBSE

BOARD

National Workshop cum Seminar

on Commerce & Economics,

organized by Tika Ram PG Girls

College, Sonepat,

One day Workshop organized by

G.V.M. College of Education for

Women, Sonepat

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

Two-day Orientation Programme

organized by the Department of

Education, Maharshi Dayanad

University, Rohtak

Two days National Seminar

organized by Aggarwal College,

Faridabad

Two days National Seminar

organized by Budha College of

Education, Karnal

• “Innovative Methods of

Evaluation in Teacher

Education”

• “DEVELOPMENT OF

UTILITARIAN LESSON

PLAN and USE OF ICT IN

TEACHER EDUCATION”

• “ Mathematics for Secondary

Teachers ”

• ‟‟India Vision, 2020”

• “Research Methodology and

Statistics”,

• “Faculty Empowerment on

ICT Training Programme for

Teacher Educators”

• “National Curriculum

Framework for Teacher

Education”,

• “E-Learning, Online and

Hybrid Learning”

• “Right to Education (RTE)

Act 2009: Issues and

challenges”

8th -9h Sep, 2006 March, 29th to 31st ,2012. 6th April, 2015. 28th May to 3rd June, 2015. Febuary-26- 27,2011.

13-14

March2015 14th-15th Feb, 2015.

2 Mr.Saket

Bihari

10th -11th December, 2011. 26th Feb,2011.

144

One Day National Seminar

organized bySRM UNIVERSITY

Two days National Seminar

organized by Ch. Kapoori Ram

College of Education, Mahawati

Panipat

One Day National Seminar

organized by Institute of

education, Haldia, West Bengal

Two days National Seminar

organized by Uday Memorial

B.Ed. College, Jharkhand on 22nd

-

23rd

March, 2014

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

One Day National Seminar

organized by INSTITUTE OF

MANAGEMENT & RESEARCH,

Ghaziabad

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

One Day National Workshop

organized by IES Group of

Education,Bhopal and Shikhsa

Sanskriti Utthan Nyas

One Day National Seminar

organized by SRM

UNIVERSITY

One Day National Seminar

by INSTITUTE OF

MANAGEMENT & RESEARCH,

Ghaziabad

One Day National Seminar

• “Spiritual Intelligence”

• “Strategic Plan to

Empowerment Rural and

Unprivileged Women through

Legal Literacy”

• “ICT and Teacher Education:

A Prospects and challenges”

• “Innovation in Evaluation”

• “Information Communication

technology and Teacher

Education”

• “Need of Value Education in

School Curriculum”

• “The Influence of teachers”

performance Empowerment in

Improving the Quality of

Teacher Education”

• “Value Education”

• “Higher Education at a time of

Crisis: Challenges and

Opportunities”

• “Role of Value Education in

Teacher Education”

• “Role of E-learning and

9th May, 2014 11-12 April 2014 5th April, 2014 22nd-23rd

March, 2014 9th feb, 2014 10th April, 2013 9th feb, 2013.

26th August,

2012 7th April, 2012 31st March, 2012

145

Networking in Teacher NOIDA COLLEGE OF

Education” PHYSICAL EDUCATION on 17th

March, 2012.

One Day National Seminar

MODERN COLLEGE OF

PROFESSIONAL STUDIES,

Ghaziabad

One Day National Seminar

organized by ITERC

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

Three Days Workshop organized

by Guru Ram Das College of

Education, Delhi

One Day Workshop organized by

GVM College of Education,

Sonepat

Two Days National Seminar

organized by Hindu College of

Education, Sonepat, Haryana

One Day Workshop organized by

Institute of Professional and

Technical Education, AMOGHA,

Ghazibad on 26th

Feb,2011.

One Day Workshop organized by

Dr. Ram Manohar Lohiya

Institute, Ghaziabad

Two Days Day Orientation

programme organized by

GODWIN PUBLIC SCHOOL,

Meerut sponcered by CBSE

BOARD

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

• “Ethics and Quality

Enhancement in Teacher

Education”

• “The Role of ICT in

Education- Internet, E-

Models etc.”

• Faculty Empowerment on ICT

Training Programme for

Teacher Educators ”

• “E- Learning Tools for

Teacher Educators ”

• “ Research Methodology and

Statistics ”

• “Education for Human Rights

and Values in India ”

• “Innovative Methods of

Evaluation in Teacher

Education ”

• “DEVELOPMENT OF

UTILITARIAN LESSON

PLAN and USE OF ICT IN

TEACHER EDUCATION”

• “ Mathematics for Secondary

Teachers ”

• “Multilingualism-Need Of

The Hour”

3 Ms. Shail

Dhaka

17th March, 2012. 6th March, 2012. 10th Nov, 2010 28th May-3rd June, 2015. 4th -6th May, 2015. 6th April, 2015.

10th -11th

December ,2011. 26th Feb, 2011. 18th Dec, 2010. 8th -9h Sep, 2006

March 10,2011

146

Haryana

One Day National Seminar

organized by Maa Omwati College

Of Education, Hassanpur, Palwal

One Day National Seminar

organized by Modern College Of

Professional Studies,Ghaziabad

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Institute Of

Education, Haldia

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Hindu College Of

Education, Sonepat

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

April 9,2011 March 6,2012 Feb 9,2013 Feb 9,2014 April 5,2014 March 1,2015 28th May-3rd June, 2015.

March 10,2011 Dec 11,2011 Feb 26-27,2011

• “Preparation Of Humanistic Teachers For 21

st Century”

• “Innovative Pedagogy In

Teacher Education”

• “Quality Concern In Teacher

Education”

• “Right To Education and

Teacher Education”

• “Constructivism :An

Innovative Approach In

Teacher Education

• “Curriculum Reforms In

Teacher Education”

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Re-Orienting Teacher

Education In Creation Of a

Knowledge Society”

• “Education For Human Rights

and “Values In India”

• “National Curriculum

Framework For Teacher

Education”

4 Dr. Usha

Rani Jain

147

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by

S.D Institute Of Education,

Ambala Cantt.

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

• “Empowering Teacher

Educators For Quality Teacher

Education”

• “Concept Of Peace and

Teacher Education”

• “Sexual Harassment At

Workplace:-Measure For

Tackling”

• “Professional Development

and Quality Assurance In

Teacher Education System In

Reference To New Norms Of

NCTE,2014”

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Teacher Preparation For

Inclusive Education”

• “Teacher Education-Issues

and Challenges”

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Teacher Preparation For

Inclusive Education”

Feb 9,2013 Feb 9,2014 March 8,2014 March 1,2015 28th May-3rd June, 2015.

Feb 9,2014 March 1,2015 28th May-3rd June, 2015.

March 10,2011

5 Ms. Neeraj

Mrs. Sunil

Kumari

148

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Kirorimal College Of

Education, Khewra, Sonepat

One Day National Seminar

organized by Modern College Of

Professional Studies, Mohan

Nagar, Ghaziabad

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized Institute of Education,

• “Teacher Education-Issues and Challenges”

• “Quality Assurance and

Teacher Education”

• “Professional Development

and Quality Assurance In

Teacher Education System In

Reference To New Norms Of

NCTE,2014

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Vartmaan Shiksha Me Mulya

Sankat Kyon? Avashyakta

Mulyaparak Shiksha Ki”

• “Role Of NCTE in Teacher

Education”

• “Ethics and Quality

Enhancement Of Teacher

Educators”

• “Professionalism Among

Teacher Educators”

• “Inclusive Education A

Component Teacher

Education”

• “Teacher Education: NCF

2005”

Feb 9,2013 Feb 9,2014 March 1,2015 28th May-3rd June, 2015.

March 10,2011 Jan 30-31,2012 March 6,2012 Feb 9,2013 Feb 9,2014

Ms. Sneh

149

Haldia

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT 28th May-3rd June, 2015.

Two Days National Seminar

organized by Kirodimal College of

Education

One Day National Seminar

organized by Mata Harki Devi

College of Education for Women

One Day National Seminar

organized by Dewan Institute of

Management studies (College of

Education)

One Day National Seminar

organized Sunrise College of

Education

2 days workshop organized by

Ch. Kapoori Ram College of

Education, Mahawati

One Day workshop organized by

K.M. College of Education

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Two-day Orientation Programme

organized by the Department of

Education, Maharshi Dayanad

University, Rohtak

April 5,2014 March 1,2015

• “Teacher Qualification and

Professional Development”

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Challenges & trends in

Teacher Education”

• “Teacher education”

• “Peace Education for global

society”

• “Educational Leadership”

• “Knowledge construction and

preparing Model Lesson Plan

for D.Ed. Pupil teacher in

various subjects”

• Advance first Aid (Trauma &

Medical emergencies)

• “Teacher educators”

• “National Curriculum

Framework for Teacher

Education”,

January 30, 31 (2012) 29th April 2012 March 17, 2012 April 22, 2013 12-13 October, 2012 Feb 2, 2013 29 Jan-2 Feb 2013 April, 6th , 2013

Ms. Seema

Rani

150

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized Institute Of Education,

Haldia

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

• “Faculty Empowerment on

ICT Training Programme for

Teacher Educators”

• An analysis of quality in

Teacher Education

• Inclusive Education is a

Challenge for quality Teacher

Education Program

• NCTE -2009: An Approach

for reorienting Teacher

Education

• Curriculum Implementation

Assessment:In view of NCTE

new norms 2014

• NCFF-2005 and NCFTE-

2009guidelines

• Remedial teaching training &

bridge course 2013-14 level 2

• Remedial teaching training of

level 2

• “Faculty Empowerment on

ICT Training Programme for

Teacher Educators”

28th May-3rd June, 2015.

March 10,2011 Feb 9,2013 Feb 9,2014 April 5, 2014 March 1,2015 15 Jan, 2014 to 17 Jan 2014 21.04.2014 to 25.04.2014 22.07.2014 to 26.07.2014 28th May-3rd June, 2015.

Ms. Juli

151

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized GDR College of

education, Panipat

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat ,

Haryana

Two day Teaching Training

Program organized by Board of

School education Haryana,

Bhiwani

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

One Day Workshop organized by

GVM College of Education,

Sonepat

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

March 6,2010 Feb 26-27,2011 May 1, 2010 Feb 9,2013 Feb 9,2014 Feb 05.2.2014 to 07.02.2014 21.04.2014 to 25.04.2014 22.07.2014 to 26.07.2014 March 1,2015 April 6, 2015 28th May-3rd June, 2015.

Feb 9,2014

Ms. Renu

Ms. Indu

• “Integration of ICT in Teacher

Education”

• “Parents of quality education”

• “Total Quality Management in

Teacher Education”

• “Emerging Needs and

Revitalizing of Teacher

“Education

• NCF-2005 MHRD Guidelines

of NCTE-2009 attended 5

Days remedial

• Remedial teaching training &

bridge course 2013-14 level 2

• Remedial training of Level 2

• Teacher Status : NCTE New

Norms ,2014

• “Research methodology and

statistics

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Pre service Teacher

Education in Indian Society”

152

Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One day Workshop organized by

G.V.M. College of Education for

Women, Sonepat

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by Bhagwan

Mahaveer College of Education,

Sonepat ,Haryana

Two-day Orientation Programme

organized by the Department of

Education, Maharshi Dayanad

University, Rohtak

One Day National Seminar

organized by Bhagwan

Mahaveer College of Education,

Sonepat ,Haryana

One day National seminar

organized by Maa Omwati College

of Edu.

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

• “Teacher Education need to be Modify”

• “Research methodology” on

statistics.

• Remedial teaching training

and bride course 2013-14 of

level 2

• Remedial teaching training of

level 2

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “ICT in Teacher Education”

• National Curriculum

framework for Teacher

Education

• “Curriculum –Cum Quality

Assurance”

• “Quality teaching of quality

learning”

• Quality concerns in Teacher

Education”

March 1,2015 April 6, 2015 21.04.2014 to 25.04.2014 22.07.2014 to 26.07.2014 28th May-3rd June, 2015.

March 6,2010 Feb, 26-27, 2011 March 10,2011 April 3, 2010 Feb 9,2013

Ms. Rinku

Rani

153

Five day Training Program

organized by

Five day Board of School

education Haryana, Bhiwani

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

Five day Training Program

organized by Board of School

education Haryana, Bhiwani

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day Workshop organized by

GVM College of Education,

Sonepat

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One day seminar organized by

Budha College of Education

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One day National seminar

organized by Maa Omwati College

of edu.

Two Days National Seminar

organized by B.P.S. Mahila

• NCF2005 MHRD guidelines

& NCFTE-2009

• Emerging Needs

&Revitalizing of the Teacher

Education”

• Remedial teaching training

bridge course 2013-14 of level

2

• remedial training of Level 2

• Teacher Status : NCTE New

Norms ,2014

• Participated in one day

workshop on “Research

methodology and statistic”

• “Faculty Empowerment on

ICT Training Programme for

Teacher Educators”

• “Evaluation in Teacher

Educatiom”

• “Teacher‟s Accountability:

What &Why”

• “Constructivism as a Paradigm

Shift For Administration

&Supervision”

• “Application of S.P.S.S. in

Education Research”

Feb 5.2.2014 To 07.02.2014 Feb 9,2014 21.04.2014 to 26.07.2014 22.07.2014 to 26.07.2014 March 1,2015 April, 6, 2015 28th May-3rd June, 2015.

Feb13,2010 March6,2010 April3,2010 April 12-13,2010

Ruchi Arora

154

Vishvidyala Khanpur

Kalan,Sonepat

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Lingaya‟s Lalita

Devi Institute of Management &

Science, Delhi

One Day National Seminar

organized by Lingaya‟s Lalita

Devi Institute of Management &

Science, Delhi

Two Days National Seminar

organized by Amity Institute of

Education, New Delhi

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day Workshop organized by

GVM College of Education,

Sonepat

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

One Day National Seminar

organized by PDM College of

Education

One Day National Seminar

organized by Hindu College of

Education

One Day National Seminar

organized by K.M.College of

Education

March 10,2010 August 25,2012 August 28,2012 December10- 11,2012 March1,2015 April 6,2015 28th May-3rd June, 2015.

May 29,2011 Nov 10,2011 March 25- 26,2011

• “Curriculum –Cum Quality

Assurance”

• STC

• “Psychological Practicals And

Action Research”

• Transforming Teacher

Education : Crafting Direction

for Change

• Implementation And

Assessment: in view of NCTE

New Norms 2014

• “Research methodology and

statistic”

• “Faculty Empowerment on

ICE Training Programme for

Teacher Educators”

• “Human and Rights

Education”

• “Education for Human Rights

and Value in India”

• Free and Compulsory Act

2009

Mr. Mahipal

155

One Day National Seminar

organized by Noida College of

Physical

Education

One Day National Seminar

organized by Tika Ram College of

Education

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

One Day National Seminar

organized by Ganga Institute of

Education, Jhajjar

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat

,Haryana

One Day National Seminar

organized by Bhagwan Mahaveer

College of Education, Sonepat,

Haryana

Seven Days Workshop organized

by Bhagwan Mahaveer College of

Education, Sonepat and Sponcered

by SAKSHAM MICROSOFT

• “Enhancing learners and

teachers competencies with

the use of ICT”

• “Course and Policies for

Research”

• “Quality Concerns in Teacher

Education”

• “Reforming In Service

Teacher Education”

• “Constructivism and its

Different Learning

Perspectives”

• “A Vision to Teacher

Education Curriculum and

Pedagogy”

• “Faculty Empowerment on

ICT Training Programme for

Teacher Educators”

March17,2012 May1,2013 Feb 9,2013 March 23,2013 Feb 9,2014 March 1,2015 28th May-3rd June, 2015.

156

BHAGWAN MAHAVEER COLLEGE OF EDUCATION (Approved by NCTE & Affiliated to M.D.U., Rohtak)

Village Jagdishpur, Near Railway Crossing, Distt. Sonepat (Hr.) Tel: 0130-2325600-605 E-mail: bmce06@rediffmail.com

Annexure 3.3

Sr. Name of Designation Name of Article Name of Journal Month and Name of the

No. faculty Year of Books

member Publication

1. Dr. D. P. Principal 1.Problems of the students of Ambikeya July,2010 1.Teaching of

Tomar employed parents Social studies

2.Critical Reflection in Teacher

Education” in a National Seminar

conducted by Maa Omwati College

of Education

3.Mathematical Phobia of

Government and Private School Community

Students in relation to certain Guidance &

“Demographic Variables Research

4. Attitude of secondary school Anweshan Journal

Teachers towards the usage of of Education

Internet in relation to Gender,

Locality and types of Management

5.Needs of Female Teachers

working in Government Sr.

Sec. School of Delhi

6. A Study of Academic Anxiety

of Secondary School Students in

relation to their Academic

Achievement

2. Dr. R N Professor

Manav

Journal of

Education

Maa Omwati

Journal

Educational

Research &

Development

2.Learner

Learning and

Cognition.

3.Philosophical,

Sociological and

Economic Basis

of Education

July 2010-

June 2011

Nov 2010

June 2011

Anweshan Journal

of Education

June 2012

Maa Ommwati

Journal

Educational

Research &

Development

July, 2012

June, 2013

1983 1. A Study of

attitudes, self

concept &

values of

professional and

non-professional

college students

and

relationships of

these variables

with their

157

• Education of Single Parent

cared child: Problems and

Remedial measures.

• Academic performance of

collegiate students: a study of

Arunachal University

• Training needs of the Primary

school teachers of Orissa.

• Self instructional study

“Structure of Atom for 9th grade

students.

• Role of ICT in enhancement of

teacher education.

• Myths and realities about

Privatization of higher

education.

• Job satisfaction of teachers : A

challenge before teacher

Education

• Quality Assurance in Higher

Edu: Role of action Research

• Training need of the primary

school teacher on co-curricular

activities

• Study of classroom

environment in relation to

residential status of high school

students

• Communication in knowledge

construction

• Study of Classroom

Environment in relation to

Residential status of Higher

School Students

2004

2014

The Primary July 2003

Teacher

May2004

University news

3. Dr. P.K. Associate

Pattnaik Professor

MERI Journal of

Education

MERI Journal of

Oct.2006

Education Oct, 2007

MERI Journal of

Education

University news

Nov, 2009

Oct-nov

2009 Book

University news

2008

JIE May, 2008

The Eternity

2007

MERI Journal of

Education

The Eternity-A

Multilateral

Research Journal

Vision: Sai

Journal of

Jan.2010

April 2010

2010

achievement.

2. Siksha

Manovigan

2004.

3. uchhatar

sikhsa

monovigyana

Study Material:

1.Educational

and mental

measurement

2.Career

information and

career guidance

Edited book

• Reorien

ting teacher

educators for

quality teacher

education

• Pre-

service teacher

education in

contemporary

Indian society

• Pre-

service teacher

education in

contemporary

Indian society

• Educati

on for

Scheduled tribe

adolescents

158

• A Study of Teacher Stereotype

on students Attitude towards

Mathematics

• A Study Creativity in relation

to their self concept and level

of aspiration of tribal and non

tribal high school students

• Classroom Environment :A

Glance towards Gender

• Attitude of secondary school

students towards science in

relation to gender and

residential status

• Quality management and

excellence in teaching and

learning for higher education

need of the day

2011

• Creativity of Tribal and Non

tribal High school students of

west Garo Hills of Meghalaya

• A study of Academic Cheating

in relation to parental

involvement, Residence and

Gender at higher secondary

stages

• A study of creativity of tribal

and non tribal high school

students in relation with their

self concept

• Maxims of teaching as the Key

ingredients in the Arena of

Teaching Learning Process

• A study of creativity of tribal

and non tribal high school

students in relation with their

level of aspiration of west Garo

Education

2010

Ambikeya:

Journal of

Education.

2011

Maa Ommwati

Journal

Educational

Research &

Development

Anweshan:

journal of 2011

Education

University News:

Research Journal

in Higher

education

PRANGNYA:

Journal of Social

Sciences,

2012

The Light of

Education

2011

EDUQUEST: An

International

Refereed Journal

in Education 2012

Edited book

International

Journal of

Education And

Allied Sciences,

2012

159

hills of Meghalaya, IJEAS

• Anxiety Pattern among

Adolescent Boys and Girls of

North-west Delhi

•

• Self-concept and adjustment of

Orphans in relation to their

gender variation

•

• Job Satisfaction and Frustration

among secondary school

Teachers in relation to Gender,

• Co-operative learning

strategies: A golden road

towards collaborative learning

• Academic achievement of

school students in relation to

their self-concept

• Relationship of Academic

Achievement among secondary

students in relation to their

examination anxiety

• Strategic plan for faculty

development Programmes.

Anweshan:

Journal of

Education

Pillai Journal of

Educational and

technology

• Academic achievement of

school students in relation to

their self-concept

• Cyber Crime Awareness Among

Teacher Trainees :An Analytical

Analysis,

EDUSPECTRA: AIE

Interdisciplinary

Journal Of

Research &

Education

Maa Ommwati

Journal

Educational

Research &

Development

2012

Educational

Journal 2011-12

Anweshan:

Journal of

Education,

The Light of

Education

2013 Sodh Samikhsa

Educational

Journal

2011

2012-13

2012-13

2014

2014

2014

2015

PRABODHINEE

: A Research

Journal of

Education and

Sanskrit

Anweshan:

journal of

education

160

Sr. Name of Designation Title of the Research Paper/Article Name of Journal ISSN

No. faculty /Vol/Issue/ Month

member and Year of

Publication

4. Mr. Saket Asst. Prof. A Study of Teacher Effectiveness Online International 2249-9598

Bihari and Emotional Intelligence among Interdisciplinary Research Vol. IV, Nov 2014

Senior Secondary School Teachers Journal (OIIRJ) Special Issue

A Study of Emotional Maturity of Education and Development 2320-3684

Senior Secondary School Students ( An International Journal of Vol 3, No 1

Education and humanities) Jan-Dec

A Peer Reviewed Journal 2014 Issue

VidyawartaInternational

A Study of Different Problems of Multilingual Research

Adolescents Journal 2319-9318

Interdisciplinary Referred Vol.6, Issue 8 Oct-

Journal Dec 2014

Bhartiyam International 2277-1255

Aggression and Academic Journal of Education and Vol 4, Issue 1 Dec

Achievement of Research 2014

Secondary School Students A Quarterly peer reviewed

refereed International Journal

of Research and Education

Scholarly Research Journal

for Humanity Science and 2348-3083(e)

Gender Differences inComputer English Language 2349-9664(p)

Attitude Among Secondary School (SRJHSEL) OCT-NOV 2014 Vol

Students in North West Delhi An International Peer I Issue VI

Reviewed

Asian Journal of

A Study of Value Pattern of Multidisciplinary Studies 2321-8819 (P)

Secondary School Teachers (AJMS) 2348-7186(E)

Vol III Issue 1

January 2015

International Journal of

Academic Anxiety among Secondary Educational and 2279-0179

School Students with reference to Psychological Research Vol. 3

Gender, Habitant and Types of (IJEPR) Issue 4 December

School 2014

Indian e-Journal on Teacher

Influence of Gender on the Education (IEJTE) 2320-7566

161

Personality Traits of High School Volume 3, Issue-2,

Students April, 2015

Awareness of Yoga among Ambikeya Journal of 0975-9735

Secondary School Students with Education Vol 6, No 1

respect to certain Demographic

Variables

Mental Health of School Going Boys Indian Journal of Research 2250-1991

and Girls Adolescents in Secondary PARIPEX Vol4,Issue 6, June

Schools of Delhi 2015

Attitude of Secondary School EDUCATION PLUS, APH 2277-2405

Students towards Education in Volume 4,Number 1

Relation to Their Gender and January-December

Locality 2015

Role of Value Education in Teacher VidyawartaInternational

Education Multilingual Research Vol.-1, Issue-VIII

Journal

Interdisciplinary Referred

Journal

The Influence of Teacher‟s Empowering Teacher

Performance Empowerment in Educators for Quality Vol.-1, Issue-VIII

Improving the Quality of Teacher Teacher Education

Education Edited Book

Information and Communication Pre -Service Teacher

Technology and Teacher Education Education in Contemporary Vol.-1, Issue-VIII

Indian Society

Spiritual Intelligence and Leadership Paradigm Shifts in Education

in Fortifying Quality Excellence as a Progressive Indicator- Vol.-1, Issue-VIII

Issues, Approaches &

Prospects

E –learning, online and Hybrid Teaching Learning and

Teaching Evaluation Vol.-1, Issue-VIII

5. Ms.Shail Asst. Prof. “Attitude Of Secondary School “Anweshan” Journal Of Vol.1 No.1

Dhaka Teachers Towards The Usage Of Education June,2011

Internet In Relation To Gender,

Locality and Types Of Management”

“Critical Reflection In Teacher “Maa Omwati Journal Of Vol.2 No.1

Education” Education Res and dev. July,2010-June,2014

162

Vol.1 No.2 and Vol.2

“Attitude and Opinion Of Secondary “Anweshan” Journal Of No.1

School Teachers Toward The Use Of Education Dec,2011

Internet In Relation To Their June,2012

Subjects Taught”

“Attitude and Opinion Of Secondary

School Teachers Towards The Use Eduquest” An International “Vol.2,Issue:2

Of Internet In Relation To Locality” Referred Journal In July-Dec,2013

Education

“Teacher: Problem Solver” “Pre Service Teacher

Education In Contemporary 2014

Indian Society”

“Empowering Teacher

“RTE and Teacher Education” Educators For Quality

Teacher Education” Vol.04,No.1

2014

Pillai Journal Of Educational

“Teacher Trainees‟Attitude Towards Res and Tech

The Use Of Inetrnet” Jan-June,2015

6. Ms. Sunil Asst. Prof. “Quality Assurance And Teacher “Pre Service Teacher

Kumari Education” Education In Contemporary 2014

Indian Society”

Universal Journal Of

“Indian Woman Past and Present” Education and Humanities Vol.2

Feb,2015

Education For All

“Examination Anxiety Among A Peer Reviewed Journal

Secondary School Students In An International Journal For 2319

Relation To Some Demographic Education And Vol-IV

Variables” Humanities Number-1

Jan-Dec 2015

7. Ms. Sneh Lecturer “Professionalism Among Teacher “Empowering Teacher 2014

Educators” Educators For Quality

Teacher Education”

8. Mr. Ajay Asst. Prof. “Impact of Parents Encouragement Anweshan Journal of Vol.-III, No.-2 &

Kumar on Creative Thinking Abilities of Education Vol.-IV, No.-1

Adolescent” ISSBN NO.

22493794

“Teacher Professionalism for Quality Saad Publications ISBN-978-93-82884-

163

Education” 26-2

“Challenges and Issues of Inclusive SR publication ISSN NO. 2319-

(Integrated) Education in India” 9687, Jan-Dec,1012

“Mathematical Interest of Secondary An International Journal of

School Students in relation to Certain Education & Humanities, ,

Demographical Variables” APH Publishing Corporation

9. Mr. Mahipal Asst. Prof. “Teaching Aptitude and Adjustment Anweshan Journal of Dec. 2011

of Seminar second” Education 2249-3794

Vol. 1 (2), Vol. II (1)

Dec. 2011

“Students Attitude Towards use of Anweshan Journal of 2249-3794

computer” Education Vol. III (2), IV (1)

Dec, 2013

June 2014

“Gender and Locality Difference in Prabodrince

Emotional Maturity among College 2348-5949

youth” Vol. (1)

Feb, 2014

“Academic Achievement of Bhartiayam International

secondary school students in Relation Journal of Education & 2277-1255

to their study Habits Research Vol. 4 (III)

June, 2015

Quality concerns in Teacher Empowering Teacher

Education” Educators for Quality 978-9380633-17-6

Education

“Seminar Proceeding- Pre-Service Construction and its Different

Teacher Education in Contemporary learning Perspectives

Indian Society”

Quality Concern in

“Seminar Proceeding Empowering Teacher Education

Teacher Educators for Quality

Teacher Education”

10. Ms. Ruchi Asst. Prof. “A study of Job Satisfaction Among Education For All 2319

Arora College Teacher And Engineers” A Peer Reviewed Journal Vol-IV

An International Journal For Number-1

Education And Jan-Dec 2015

Humanities

“Effectiveness of Concept Anweshan Journal of 2249-3794

Attainment Model In Teaching Of Education Dec, 2014

Science” June 2015

issues and challenges in

“Seminar Proceeding” teacher education in view of ISBN NO 978-93-

Curriculum Implementation and new norms 2014 5212-386-5

assessment in view of NCTE new

164

norms 2014

11. Ms. Seema Asst. Prof. “A study of Job Satisfaction Among Education For All 2319

Rani College Teacher And Engineers” An International Journal For Vol-IV

Education And Humanities Number-1

Jan-Dec 2015

“Effect of Level of Education on Shrinik Education Research

Approach Towards Modernity And Journal of Education 2347-3541

Vocational Interest” Annual &Bilingual journal Vol-1,

Oct.2013

165

B.Ed. Course for 100 Intake Appendix-I

166

167

Two Years B.Ed. Course for 300 Intake Appendix-II

168

169

M.Ed. Course for 25 Intake Appendix-III

170

171

M.Ed. Course for 100 Intake Revised Appendix-IV

172